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Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University
Title
Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
Creator
Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description
The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12008
Subject Headings
Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
Format
Document (PDF)
Factors related to Haitian students' acquisition of English
Title
Factors related to Haitian students' acquisition of English.
Creator
Price, Melva Janet, Florida Atlantic University, Crawley, Sharon J.
Abstract/Description
A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents'...
Show moreA review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12401
Subject Headings
Second language acquisition, Language and languages--Ability testing, Creole dialects--Haiti, English language--Study and teaching--Creole speakers, English language--Study and teaching--Foreign speakers, Haitians--Education--United States
Format
Document (PDF)
effect of computer-assisted instruction on the reading skills of emergent readers
Title
The effect of computer-assisted instruction on the reading skills of emergent readers.
Creator
Barnett, Louise B., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description
The purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did...
Show moreThe purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did not use the program, as well as Exceptional Education students who used or did not use it. Another factor analyzed was how teacher attitude toward the computer affected student reading achievement. This was established by survey responses. The measures used to compare treatment and non-treatment schools were the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which tested letter naming ability, initial sound identification, phoneme segmentation ability, and nonsense word decoding. The Word Recognition and Reading Running Record assessments from the School District of Palm Beach County Reading and Writing Assessment System Grades K-1 protocol booklet tested identification of 25 sight words and ability to read continuous text. Students using Destination Reading (Riverdeep, 2001) did not benefit significantly from use of the program compared to nonusers. Only on the letter-naming measure was there a significant advantage for all students in the sample and the English language learner group. The CAI group scored significantly lower on the initial sound fluency measure. Word Recognition and Reading Running Record assessments showed no significant results. ESE students showed no significant advantage in having had supplemental computer-assisted instruction on any measures. Factorial ANOVAs were used to compare DIBELS scores for effectiveness of the treatment, pre- and posttest comparisons, and interaction of treatment with test scores for the CAI compared with the nonuser group. T distributions were used to analyze data from the Reading Running Record and Word Recognition assessments. There were no significant differences between the CAI and comparison schools on these two measures. Teacher attitude toward computers did not affect students' acquisition of reading skills, as survey responses were in the positive range for all participants.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12189
Subject Headings
Reading (Kindergarten)--Computer-assisted instruction, Reading readiness, Media programs (Education), Internet in education
Format
Document (PDF)
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program
Title
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program.
Creator
Bishop Temple, Catherine, Crawley, Sharon J., Florida Atlantic University
Abstract/Description
The purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study...
Show moreThe purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study investigated the difference on the achievement scores on the Florida State Fluency Probes (FORF), the Florida Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud strategy and sustained silent reading. A Factorial ANOV A (analysis of variance) was used to test the effect of each of the treatments, read-alouds and sustained silent reading, on the dependent variables, FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and the teacher created tests and the interactions with grade level and gender. Results indicated a greater increase in fluency, as measured by the Florida State Fluency Probes, from 2006 to 2007, for students in the read-aloud group (test) as compared with students in the sustained silent reading group (control group), and for students in grades 6 and 7 as compared with students in grade 8. Overall there was no difference in fluency as moderated by gender. The results of this study also found that read-alouds promoted increased performance of female students on the teacher-created tests. This suggests that readalouds may play a role in increasing the performance of middle school at-risk female readers on similar instruments.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000657
Subject Headings
Oral reading, Activity programs in education, Academic achievement--Social aspects, Reading--Remedial teaching--Social aspects
Format
Document (PDF)