Graduate Research Papers

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Open Access Graduate Research Paper

Keywords

Literacy--Study and teaching (Early childhood);

Abstract

The purpose of this study is to investigate the effects of Shared Storybook Readings and Take Home Literacy Bags utilizing Dialogic Questioning Techniques on the oral language skills and vocabulary knowledge of preschool-aged English Language Learners.

Eleven preschool students identified as English Language Learners in a suburban school district took part in the six-week intervention. Each week students were exposed to three read-aloud experiences utilizing Dialogic Reading Techniques and Questioning and a Take Home Literacy Bag for further reading experiences with their families. Student growth was assessed weekly using three tools: Teaching Strategies GOLD observations, a Teacher-Created Vocabulary Assessment, and the Individual Growth and Development Indicators Screening Tool.

Results of the study support prior research by showing growth in participants' oral language skills and vocabulary knowledge. On the basis of this research it can be concluded that preschool students who are ELL benefit from Dialogic Reading Techniques and Questioning as a strategy to increase English vocabulary knowledge and oral language skills.

Year of Submission

2016

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Linda May Fitzgerald

Comments

1 – If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

2 – Page 16 missing from scanned copy.

Date Original

2016

Object Description

1 PDF file (iv, 35 pages)

Language

EN

File Format

application/pdf

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