Term

Summer 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Ann S. Mabbott

Secondary Advisor/Reader One

Ginger Hill

Peer-Reviewer/Reader Two

Karen Taylor

Abstract

The purpose of this study is to examine how guided reading can support beginning English learners (ELs) in the first grade classroom. Three first grade English learners were observed in twelve guided reading sessions and their observation survey results were analyzed. This is a mixed methods study conducted in a mainstream classroom. Data collected for this study consisted of observation survey results from the fall, winter, and spring, three video recorded guided reading lessons which were assessed using a rubric, and an electronic teacher observation journal. The primary finding of this study is that when guided reading is modified to meet the unique needs of beginning ELs it can support their language and literacy development. Also, guided reading encourages students’ oral language development as well as increased confidence and independence in the mainstream classroom

Research Methodology

Action Research, Case Study

Included in

Education Commons

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