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    Reading Among Former English Language Learners: The Importance of the Teacher and the Possibilities for Text

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    Author
    Leckie, Alisa
    Issue Date
    2013
    Keywords
    Content area literacy
    English language learners
    Reading
    Texts
    Language, Reading & Culture
    Annotation
    Advisor
    Rubinstein-Avila, Eliane
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This dissertation is a case study that explores how 8th grade former English language learners, or RFEP students, interacted with texts in their social studies class across a unit of study on World War II. This study is based on three assertions: we have a limited understanding of language and literacy among newly reclassified adolescent English language learners due to a shift in state language policy, examining students' interactions with texts in a secondary content classroom is a valuable perspective, and the decisions teachers make to meet the perceived needs of their students warrants examination. The primary source of data in this study was the text annotations students completed when reading the teacher adapted texts. Annotations included any underlining, circling, questioning or commenting on the texts. Annotations were analyzed for patterns across students and across texts. Analysis of texts for linguistic features and structures was completed using the Coh-Metrix (Graesser, McNamara & Kulikowich, 2011) text analysis tool. Analysis of teacher talk during whole class text annotations as well as interviews with teachers and students showed additional patterns. Three key findings emerged: the teacher is a designer or relevant, meaningful and comprehensible instruction, teacher modeling matters to RFEP students, the adapted texts were used as instructional tools to promote content learning. These findings suggest directions for future research and have implications for practice. A critical area for research is the selection and adaptation of content area texts. With the advent of the Common Core State Standards and their emphasis on primary source documents and complex texts, it is essential to explore which texts are used and how they are adapted to facilitate access to those texts. This study also indicates the possibility for the further use of text annotations as a primary source of data for research and to facilitate instructional decisions by the teacher.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Language, Reading & Culture
    Degree Grantor
    University of Arizona
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