• The development of companion guides to enhance reading comprehension of Spanish-speaking English learners (ELs) in grade 6 who use English language arts (ELA) modules in New York State.

      Naetzker, Emily Ann (2015)
      The purpose of this project was to create two companion guides to enhance the reading comprehension of Spanish-speaking ELs in Grade 6 who attend schools that utilize the English Language Arts Modules developed by New York State, in alignment with the CCSS (New York State Department of Education, 2013). The curriculum was developed to provide materials to increase reading comprehension among ELs using the modules aligned with the Common Core Standards. In particular companion guides were developed focusing on cognates and idioms aligned with two texts: Bud, Not Buddy and the Lightning Thief. The companion guides were designed for Spanish-speaking 6th grade English Learners in New York State in schools using the curriculum Modules, aligned with the Common Core State Standards.
    • Exploring how Mexican Immigrant parents support the education of their high-achieving children.

      Gasca, Alicia. (28/02/2014)
      In general Latino students are under performing in US schools, yet some Mexican immigrant parents are able to support their children in ways that are conducive to their academic success. This study explores how monolingual Spanish-speaking Mexican parents with limited education of their own are involved in the education of their high-achieving children. As part of this qualitative study, interviews with three parents were conducted, recorded and transcribed. The findings are consistent with much of the literature reviewed and reveal that these Mexican immigrant parents prioritize education for their children through the use of guiding messages, by setting expectations for the future, and by being present at teacher conferences, even though language barriers limit communication with teachers and staff. Additionally, they used monitoring strategies to maintain awareness of their children’s school and social activities. Schools can help Mexican immigrants by adding bilingual staff, by extending assistance for children with their homework, and by promoting practices that immigrant parents can undertake such as consistently setting academic expectations for their children and providing them with messages of encouragement in their academic pursuits.