• Attitudes of parents and children toward maintaining their heritage language.

      LaRotonda, Ashley (2015)
      The purpose of this study was to examine the attitudes of refugee parents and children in terms of maintaining the heritage language (HL) in an environment that is ethnically dominant in a different culture. A qualitative research design consisting of interviews was used to examine how refugee parents and children felt about keeping their HL, and also culture. The languages in this research include Nepali, Burmese, Karen, and Chin. The researcher interviewed parents and children about HL maintenance. The parents that were interviewed were newcomers (living in the United States for less than four years), and not newcomers (living in the United States for more than four years). The purpose of this research was to understand why refugee parents and children have negative or positive attitudes on the topic of maintaining HL. The researcher used Fishman's (1990, 1991) Graded Intergenerational Disruption Scale for Threatened Languages as a framework to describe how likely it is that populations can maintain their language. Results of this research state that HL maintenance was an occurrence in both newcomer and not newcomer families. All children and parents that were interviewed in this research had positive attitudes toward maintaining their HL. This research concludes with recommendations on how schools can maintain HL. The researcher recommended having a culturally relevant classroom, and using translanguaging as an instructional strategy. Another recommendation included how cities, such as Buffalo, can maintain HLs. A recommendation is to create a widespread message of acceptance toward HLs in public schools.
    • The effects of literature stations on literacy proficiency, interest, and engagement among middle school students receiving academic instruction services

      Klubek, Simone (State University of New York College at Fredonia, 2017-05)
      With the amplified rigor of the Common Core state standards, the number of students who qualify for academic intervention services (AIS) is increasing. According to the New York State Education Department in 2015, 69% of students who participated in the New York State assessments in 2015 are not proficient. In the school setting of this study, almost 40% of the 7th graders receive academic intervention services. It is imperative to find an effective strategy that will increase these students' literacy skills and transition them out of intervention programs. This study examined how instruction through literacy stations affects the proficiency, reading interest, and engagement of middle school students in a rural AIS classroom in Western New York. Six students took part in this study at one school district in Chautauqua County. The data for this study was collected through a pre and post assessment test, pre and post reading survey, engagement tracker, and 1:1 interviews with the participants. Results were varied and showed that the integration of literacy stations did increase students' proficiency scores and kept them engaged in the lessons, yet they also indicated that reading interest is difficult to teach and or change and the instructional tool did not change the students' negative feelings about reading. Implications are discussed with regards to teachers and their classroom practices in the Academic Intervention classroom. [from abstract]
    • Enriching students' oral language through active play.

      Beringer, Kristine M. (08/01/2013)
      The purpose of this Master’s Thesis Project was to identify the relationship between active play and oral language development and create the Professional Development Project: ENRICHING STUDENTS' ORAL LANGUAGE DEVELOPMENT THROUGH ACTIVE PLAY. The Professional Development Workshop provided teachers with the tools to implement a play-based curriculum and with activities to use in their classroom. A literature review was conducted and the aspects that were explored included the relationship between play and oral language development, what a play-rich environment includes and how it can be implemented into the school curriculum to promote language development. The findings indicated that play and language and cognitive development are intimately linked.