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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorEarle, Brenna
dc.date.accessioned2021-09-07T21:31:55Z
dc.date.available2021-09-07T21:31:55Z
dc.date.issued2019-12-10
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4830
dc.description.abstractThe number of ELLs continues to grow in our country, and teachers need to know how to adequately service them. Due to the differences in educational data such as test scores and enrollment in postsecondary education, there is thought to be an achievement gap between ELLs and native English speakers. ELLs need to be given the same opportunities as native English speakers in order to read and write on grade level. If students cannot read on grade level by the end of third grade, it affects their academic potential, self-esteem, socio-economic potential and more. The use of a wide range of balanced literacy strategies can help bring ELLs to grade level. In my professional development, elementary teachers learn a variety of balanced literacy strategies to apply to a lesson format, which I have created. Teachers who attend the professional development walk away with a created individualized lesson, which includes a variety of balanced literacy techniques for one of their own students. The use of a variety of balanced literacy techniques will help bring ELLs to grade level. There is still much research needed on the effects balanced literacy as a philosophical orientation on secondary and post secondary ELLs.
dc.subjectBalanced Literacy
dc.subjectELLs
dc.subjectPhonics
dc.subjectFluency
dc.subjectVocabulary
dc.subjectComprehension
dc.titleThe Effects of Balanced Literacy Strategies on English Language Learners
dc.typethesis
refterms.dateFOA2021-09-07T21:31:55Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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