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dc.contributor.authorRamos Zagarrigo, Awilda
dc.date.accessioned2016-03-21T20:41:38Z
dc.date.available2016-03-21T20:41:38Z
dc.date.issued2008
dc.identifier.isbn9780549566472
dc.identifier.other89286581
dc.identifier.urihttp://hdl.handle.net/10477/43233
dc.description.abstractAn ABAB single-case research design was utilized to examine the effects of a reading instructional technique incorporating Explicit Vocabulary Instruction and Teacher Read Aloud to improve the Spanish oral reading performance of two fifth-grade English language learners with learning disabilities and two fifth-grade English language learners with learning disabilities and speech impairments. The results of the study indicated that the intervention was effective for increasing not only the total word reads, but also increasing the number of comprehension questions answered correctly. The results of the study demonstrated that this instructional technique can be a beneficial and socially valid technique that can be easily applied in classrooms serving culturally and linguistically diverse students with and without disabilities.
dc.languageEnglish
dc.subjectEducation
dc.subjectEnglish language learners
dc.subjectReading
dc.subjectLearning disabilities
dc.subjectLanguage impairments
dc.subjectFluency
dc.subjectComprehension
dc.subjectEnglish as a second language
dc.subjectVocabulary instruction
dc.subjectRead alouds
dc.subjectSpanish
dc.subjectLanguage learners
dc.titleVocabulary instruction and read alouds: Increasing the Spanish reading performance of English language learners with disabilities
dc.typeDissertation/Thesis


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