Audiobooks and response journals: influencing English language learners' literacy learning
The action research was based on documentation using authentic assessment of students' journal entries relating to listening comprehension, vocabulary understanding, social interaction, and asking questions. The author determined vocabulary needs, developed curriculum, and saw the need for social interaction with the students. The enjoyment of reading was based on the students drawing from their prior experiences and background knowledge. Professionally made books added to the enjoyment of reading through music, intonation, and the reader pausing for emphasis.
Nelson, Marjorie J., "Audiobooks and response journals: influencing English language learners' literacy learning" (2006). School of Education Student Capstones and Dissertations. 1749.
This document is currently not available here.