{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13169"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13169","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Connecticut elementary teachers' knowledge and ability integration of essential reading components for English language learner instruction : a quantitative examination.","abstract":"Having basic reading skills is an essential ability each student must possess to succeed academically, professionally, and personally (Colenbrander et al., 2018; Connor et al., 2014; Cortiella & Horowitz, 2014; McLaughlin et al., 2014). Although the process of learning how to read is complex (Moats, 2020), there are essential components that, when taught systematically with evidenced-based strategies (National Reading Panel, 2000), can help students succeed. Still, some English Language Learner (ELL) teachers do not possess the knowledge or ability to teach the basic language constructs (Hurford et al., 2016; Washburn & Mulcahy, 2014). In turn, ELL students' reading processes are negatively affected (Goldenberg, 2020). The purpose of this quantitative ex post facto study was to examine the relationships and differences in the basic language constructs of reading among Connecticut elementary ELL teachers. To achieve this purpose, I used the Basic Language Construct Model (BLCM) as the framework for this study when considering the background, self-perception, and knowledge and ability constructs to examine teacher relationships and comparisons. I used predictive and comparative statistical analyses from 28 elementary teachers and found that experience could predict basic language constructs of reading ability (F (1, 25]) = 4.305, p = .048, R2 = 0.15, CI [-0.02, 0.00]). However, the years of experience could not predict basic language constructs knowledge (F (1, 25]) = 1.13, p = .298, R2 = 0.04, CI [-0.02, 0.01]) and total knowledge and ability levels (F (1, 25]) = 3.53, p = .072, R2 = 0.12, CI [-0.02, 0.00]). The results also demonstrated that teachers with more experience perceived themselves as more knowledgeable in the basic language constructs of reading. Finally, Grade 3 to 5 teachers presented with higher levels of knowledge and ability of the basic language constructs of reading. Further, these results add to the literature on elementary ELL teachers' knowledge and ability levels in phonology and phonemic awareness, phonics, and morphology. Finally, results can be used to identify professional development topics based on the language constructs of the BLCM, practices, and policies regarding reading curricula for school districts with high ELL populations.","abstract_html":"Having basic reading skills is an essential ability each student must possess to succeed academically, professionally, and personally (Colenbrander et al., 2018; Connor et al., 2014; Cortiella & Horowitz, 2014; McLaughlin et al., 2014). Although the process of learning how to read is complex (Moats, 2020), there are essential components that, when taught systematically with evidenced-based strategies (National Reading Panel, 2000), can help students succeed. Still, some English Language Learner (ELL) teachers do not possess the knowledge or ability to teach the basic language constructs (Hurford et al., 2016; Washburn & Mulcahy, 2014). In turn, ELL students' reading processes are negatively affected (Goldenberg, 2020). The purpose of this quantitative ex post facto study was to examine the relationships and differences in the basic language constructs of reading among Connecticut elementary ELL teachers. To achieve this purpose, I used the Basic Language Construct Model (BLCM) as the framework for this study when considering the background, self-perception, and knowledge and ability constructs to examine teacher relationships and comparisons. I used predictive and comparative statistical analyses from 28 elementary teachers and found that experience could predict basic language constructs of reading ability (F (1, 25]) = 4.305, p = .048, R2 = 0.15, CI [-0.02, 0.00]). However, the years of experience could not predict basic language constructs knowledge (F (1, 25]) = 1.13, p = .298, R2 = 0.04, CI [-0.02, 0.01]) and total knowledge and ability levels (F (1, 25]) = 3.53, p = .072, R2 = 0.12, CI [-0.02, 0.00]). The results also demonstrated that teachers with more experience perceived themselves as more knowledgeable in the basic language constructs of reading. Finally, Grade 3 to 5 teachers presented with higher levels of knowledge and ability of the basic language constructs of reading. Further, these results add to the literature on elementary ELL teachers' knowledge and ability levels in phonology and phonemic awareness, phonics, and morphology. Finally, results can be used to identify professional development topics based on the language constructs of the BLCM, practices, and policies regarding reading curricula for school districts with high ELL populations.","abstract_has_math":false,"creators":["Carattini, Khamaly M., 1984-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Vaughn, Shelby Duncan."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T01:07:54Z","subjects":["Reading.","Elementary teachers.","Language constructs.","English language learners (ELLs)","Phonological awareness.","Phonemic awareness.","Phonics.","Morphology."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/13169","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Vaughn, Shelby Duncan."]},{"key":"dc:creator","label":"Author","values":["Carattini, Khamaly M., 1984-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-12-19T19:46:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-19T19:46:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading.","Elementary teachers.","Language constructs.","English language learners (ELLs)","Phonological awareness.","Phonemic awareness.","Phonics.","Morphology."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. 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Still, some English Language Learner (ELL) teachers do not possess the knowledge or ability to teach the basic language constructs (Hurford et al., 2016; Washburn & Mulcahy, 2014). In turn, ELL students' reading processes are negatively affected (Goldenberg, 2020). The purpose of this quantitative ex post facto study was to examine the relationships and differences in the basic language constructs of reading among Connecticut elementary ELL teachers. To achieve this purpose, I used the Basic Language Construct Model (BLCM) as the framework for this study when considering the background, self-perception, and knowledge and ability constructs to examine teacher relationships and comparisons. I used predictive and comparative statistical analyses from 28 elementary teachers and found that experience could predict basic language constructs of reading ability (F (1, 25]) = 4.305, p = .048, R2 = 0.15, CI [-0.02, 0.00]). However, the years of experience could not predict basic language constructs knowledge (F (1, 25]) = 1.13, p = .298, R2 = 0.04, CI [-0.02, 0.01]) and total knowledge and ability levels (F (1, 25]) = 3.53, p = .072, R2 = 0.12, CI [-0.02, 0.00]). The results also demonstrated that teachers with more experience perceived themselves as more knowledgeable in the basic language constructs of reading. Finally, Grade 3 to 5 teachers presented with higher levels of knowledge and ability of the basic language constructs of reading. Further, these results add to the literature on elementary ELL teachers' knowledge and ability levels in phonology and phonemic awareness, phonics, and morphology. Finally, results can be used to identify professional development topics based on the language constructs of the BLCM, practices, and policies regarding reading curricula for school districts with high ELL populations."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Connecticut elementary teachers' knowledge and ability integration of essential reading components for English language learner instruction : a quantitative examination."]}]}],"canonical_facts":{"dc:contributor.advisor":["Vaughn, Shelby Duncan."],"dc:creator":["Carattini, Khamaly M., 1984-"],"dc:date.accessioned":["2024-12-19T19:46:14Z"],"dc:date.available":["2024-12-19T19:46:14Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["Having basic reading skills is an essential ability each student must possess to succeed academically, professionally, and personally (Colenbrander et al., 2018; Connor et al., 2014; Cortiella & Horowitz, 2014; McLaughlin et al., 2014). Although the process of learning how to read is complex (Moats, 2020), there are essential components that, when taught systematically with evidenced-based strategies (National Reading Panel, 2000), can help students succeed. Still, some English Language Learner (ELL) teachers do not possess the knowledge or ability to teach the basic language constructs (Hurford et al., 2016; Washburn & Mulcahy, 2014). In turn, ELL students' reading processes are negatively affected (Goldenberg, 2020). The purpose of this quantitative ex post facto study was to examine the relationships and differences in the basic language constructs of reading among Connecticut elementary ELL teachers. To achieve this purpose, I used the Basic Language Construct Model (BLCM) as the framework for this study when considering the background, self-perception, and knowledge and ability constructs to examine teacher relationships and comparisons. I used predictive and comparative statistical analyses from 28 elementary teachers and found that experience could predict basic language constructs of reading ability (F (1, 25]) = 4.305, p = .048, R2 = 0.15, CI [-0.02, 0.00]). However, the years of experience could not predict basic language constructs knowledge (F (1, 25]) = 1.13, p = .298, R2 = 0.04, CI [-0.02, 0.01]) and total knowledge and ability levels (F (1, 25]) = 3.53, p = .072, R2 = 0.12, CI [-0.02, 0.00]). The results also demonstrated that teachers with more experience perceived themselves as more knowledgeable in the basic language constructs of reading. Finally, Grade 3 to 5 teachers presented with higher levels of knowledge and ability of the basic language constructs of reading. Further, these results add to the literature on elementary ELL teachers' knowledge and ability levels in phonology and phonemic awareness, phonics, and morphology. Finally, results can be used to identify professional development topics based on the language constructs of the BLCM, practices, and policies regarding reading curricula for school districts with high ELL populations."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13169"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Reading.","Elementary teachers.","Language constructs.","English language learners (ELLs)","Phonological awareness.","Phonemic awareness.","Phonics.","Morphology."],"dc:title":["Connecticut elementary teachers' knowledge and ability integration of essential reading components for English language learner instruction : a quantitative examination."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:54Z"}