A Meaning-Based Instruction to Enhance Literacy Learning in a Dual-Language Kindergarten Classroom

Concerns among educators continue to grow with the increased enrollment of Second Language Learners (SLL) in classrooms throughout the United States. This influx has stressed the boundaries of current methods of literacy instruction, which are not designed to meet the needs of these at-risk students. Literacy instructional methods need to be remediated through early intervention, followed by effective literacy instruction that is designed to meet the specific needs of SLL. Effective literacy instruction overcomes differences in culture and background by using meaning-based instruction coupled with engaging and varied contexts. This study evaluated the effectiveness of incorporating meaning-based instructional activities into a two-way bilingual kindergarten classroom. The instruction, Systematic and Engaging Early Literary Instruction (SEEL), is designed to explicitly instruct at-risk children in the acquisition of early reading skills. Specifically, the study assessed the effectiveness of SEEL instruction by comparing a classroom of children who received SEEL instruction with a classroom of children receiving other supplemental literacy supports.

Name thesis:degree_name

MS

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Fife, Megan Melissa

• early literacy
• phonological awareness
• dual-language
• Spanish
• meaning-based instruction
• second-language learners
• Communication Sciences and Disorders

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/363

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-1362