Oral Language in a Literacy-Based Intervention

<p>The problem of practice I studied in this investigation was how to effectively and intentionally merge oral language support with a comprehensive literacy-based intervention (Reading Recovery®) for a student population exhibiting oral language concerns. This mixed-methods study focused on dual and monolingual students with limited language development, which resulted from various root causes. Through my investigation, I sought to evaluate the impact of additional language-related strategies within the literacy-based intervention with the primary purpose of learning advancement and student reading proficiency improvement. I found that explicit instruction in language-related errors and complex book language in comprehensive literacy-related interventions demonstrates a positive contribution to increasing student outcomes.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Chappell, Rachel

Contributors dc:contributor

• Dr. Carla Sparks
• Dr. Lori Butler

• oral language
• literacy
• early
• intervention
• Reading Recovery
• Bilingual, Multilingual, and Multicultural Education
• Early Childhood Education
• Educational Methods
• Elementary Education
• Language and Literacy Education
• Special Education and Teaching

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/864

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1927