{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/83188"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/83188","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Creating Meaningful Literacy Instruction with ELLs","abstract":"The composition of student populations in K-12 schools is changing across the United States, as many schools now have more students who speak languages other than English as their primary language. Therefore, the overarching question that guides this research is: how can teachers create meaningful instruction to develop literacy skills with ELLs? The three challenges teachers face when promoting literacy with ELL students are: how to effectively scaffold instruction without diluting content for their native English speaking peers, how to best prepare teachers already in the field to modify their instructional practices, and how to use data to guide instruction. To mitigate these challenges, this capstone includes a professional development to enhance and promote meaningful lessons for ELLs in mainstream classrooms. While the research prioritizes the teacher's side of education and instructional practices from their perspective, a potential avenue for future research is to study these challenges from the student perspective.","abstract_html":"The composition of student populations in K-12 schools is changing across the United States, as many schools now have more students who speak languages other than English as their primary language. Therefore, the overarching question that guides this research is: how can teachers create meaningful instruction to develop literacy skills with ELLs? The three challenges teachers face when promoting literacy with ELL students are: how to effectively scaffold instruction without diluting content for their native English speaking peers, how to best prepare teachers already in the field to modify their instructional practices, and how to use data to guide instruction. To mitigate these challenges, this capstone includes a professional development to enhance and promote meaningful lessons for ELLs in mainstream classrooms. While the research prioritizes the teacher's side of education and instructional practices from their perspective, a potential avenue for future research is to study these challenges from the student perspective.","abstract_has_math":false,"creators":["Cohen, Cory"],"institution":"SUNY Brockport Department of Education and Human Development","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Mazurett-Boyle, Rosa"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08","date_published":"2025-08","updated_at":"2026-07-27T19:02:14Z","subjects":["differentiation","scaffolds","tiered vocabulary","interdisciplinary instruction","collaborative lesson planning"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.12648/83188","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mazurett-Boyle, Rosa"]},{"key":"dc:creator","label":"Author","values":["Cohen, Cory"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-08T20:52:16Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-08T20:52:16Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08"]},{"key":"dc:publisher","label":"Institution","values":["SUNY Brockport Department of Education and Human Development"]},{"key":"dc:type","label":"Dc Type","values":["Masters Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["differentiation","scaffolds","tiered vocabulary","interdisciplinary instruction","collaborative lesson planning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.12648/83188"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The composition of student populations in K-12 schools is changing across the United States, as many schools now have more students who speak languages other than English as their primary language. Therefore, the overarching question that guides this research is: how can teachers create meaningful instruction to develop literacy skills with ELLs? The three challenges teachers face when promoting literacy with ELL students are: how to effectively scaffold instruction without diluting content for their native English speaking peers, how to best prepare teachers already in the field to modify their instructional practices, and how to use data to guide instruction. To mitigate these challenges, this capstone includes a professional development to enhance and promote meaningful lessons for ELLs in mainstream classrooms. While the research prioritizes the teacher's side of education and instructional practices from their perspective, a potential avenue for future research is to study these challenges from the student perspective."]},{"key":"dc:title","label":"Title","values":["Creating Meaningful Literacy Instruction with ELLs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mazurett-Boyle, Rosa"],"dc:creator":["Cohen, Cory"],"dc:date.accessioned":["2026-01-08T20:52:16Z"],"dc:date.available":["2026-01-08T20:52:16Z"],"dc:date.issued":["2025-08"],"dc:description.abstract":["The composition of student populations in K-12 schools is changing across the United States, as many schools now have more students who speak languages other than English as their primary language. Therefore, the overarching question that guides this research is: how can teachers create meaningful instruction to develop literacy skills with ELLs? 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