Show simple item record

dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorJohnson, Nicole M.
dc.date.accessioned2021-09-07T21:57:43Z
dc.date.available2021-09-07T21:57:43Z
dc.date.issued5/15/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5763
dc.description.abstractIncreased amounts of Spanish instruction for English Language Learners who are trying to successfully read and comprehend text in English tend to be an effective and meaningful avenue for language acquisition. This study focused on three Spanish dominant students that received higher amounts of Spanish instruction to determine whether or not it would help them read better in English. The current study examined the impact of bilingual instruction for English Language Learners, and whether or not it allowed them to transfer over the necessary skills to read in English with more fluency and accuracy. Results of this study suggest that more time spent learning in a child’s native language does allow students to make more progress in the target language. Implications of this research study are discussed.
dc.subjectBilingual Education
dc.subjectDifferentiation
dc.subjectNative Language
dc.titleThe Impact of Increased Spanish Instruction
dc.typethesis
refterms.dateFOA2021-09-07T21:57:43Z
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


Files in this item

Thumbnail
Name:
ehd_theses/549/fulltext (1).pdf
Size:
169.3Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record