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dc.contributor.authorKerr, Shawn D.
dc.date.accessioned2021-09-07T21:53:52Z
dc.date.available2021-09-07T21:53:52Z
dc.date.issued12/1/2006
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5623
dc.description.abstractThrough weekly tutoring sessions with a 1: 1 teacher to ESL student ratio different instructional techniques and strategies were tested for their practicality, applicability, and success for developing the vocabulary comprehension and scientific writing skills. The sessions served a two-fold purpose: (1) to test various strategies and techniques relevant to the topic, and (2) to provide additional support to an at-risk student that cannot be provided by the school. The student participant was a 10th grade ESL student, who has been in the U.S. for 8 years, yet continues to struggle with science, particularly with vocabulary and writing skills. This study identified specific student weaknesses in science and used techniques adapted from previous studies with ESL students to strengthen such weaknesses. Techniques and strategies tested include, vocabulary introduction accompanied by teacher-constructed graphic/visual aids, vocabulary discussions, and summary framing used in writing exercises. The results of this study show a marked improvement in both vocabulary usage and scientific writing skills, as seen through review of the student's labs completed prior to and during the study.
dc.subjectEnglish As Second Language
dc.subjectHigh School
dc.subjectTutoring
dc.titleDeveloping Technical Vocabulary and Scientific Writing Skills of English Language Learners in General Education Science Classrooms
dc.typethesis
refterms.dateFOA2021-09-07T21:53:52Z
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.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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