Abstract
The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014).
","abstract_html":"<p><strong>Abstract</strong></p> <p>The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014). </p>","abstract_has_math":false,"creators":["Kaye, Piedad"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Harrington Gibson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Bilingual","ELL","Transitional Bilingual Program","Bilingual, Multilingual, and Multicultural Education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/213","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Kaye, Piedad"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual","ELL","Transitional Bilingual Program","Bilingual, Multilingual, and Multicultural Education","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/213"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014).
"]},{"key":"dc:title","label":"Title","values":["A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson","Elizabeth Minor"],"dc:creator":["Kaye, Piedad"],"dc:date.available":["2019-01-24T08:00:00Z"],"dc:description.abstract":["Abstract
The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014).
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/213"],"dc:subject":["Bilingual","ELL","Transitional Bilingual Program","Bilingual, Multilingual, and Multicultural Education","Education"],"dc:title":["A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}