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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorBartone, Amber
dc.date.accessioned2021-09-07T21:38:57Z
dc.date.available2021-09-07T21:38:57Z
dc.date.issued8/6/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4858
dc.description.abstractWith the increasing rates of English Language Learners (ELLs) in general education classrooms, educators must implement instructional strategies to promote academic success for ELL students. The lack of professional developments suggest that educators are unfamiliar with cultural issues, assessing student progress, and developing instructional strategies for ELLs in a general education classroom. This capstone will examine the question of how elementary general education teachers can implement scaffolding based on the ELL’s proficiency level, zone of proximal development (ZPD), and drawing on diverse backgrounds to ensure academic success in literacy. In the literature review I will examine the effectiveness of the elements of the sociocultural theory, including scaffolding and the zone of proximal development (ZPD) as a tool for educators when applied in the general education classroom for ELLs. The professional development has been grounded on research findings to help educators understand ELLs cultural backgrounds factors, ZPD, and scaffolding strategies in literacy discussions. Keywords: English Language Learners, sociocultural theory, scaffolding, zone of proximal development, literacy
dc.subjectEnglish Language Learners
dc.subjectSociocultural Theory
dc.subjectScaffolding
dc.subjectZone Of Proximal Development
dc.subjectLiteracy
dc.titleScaffolding for ELLs: Increasing Academic Success in Literacy
dc.typethesis
refterms.dateFOA2021-09-07T21:38:57Z
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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