Term
Summer 8-4-2016
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Amy Marie Hewett-Olatunde
Secondary Advisor/Reader One
Ruthe Thompson
Peer-Reviewer/Reader Two
Sasha Sook
Abstract
The purpose of this study was to determine if Text Talk is a viable vocabulary-teaching tool for English Learners. The students of the study were provided additional support in vocabulary and reading skills based on formal and informal grade level assessments. The children received supplemental instruction within the RtI framework. The research approach was an action research project that took place during an extended reading period. The Text Talk program was tested with first, second and third grade students as an intervention strategy. The study was carried out over a four-week period. The first two weeks the Text Talk guide was strictly followed and the next two weeks changes were made to the curriculum. The data collected consisted of weekly pre and post vocabulary assessments, comprehension assessments and teacher journaling. Text Talk proved an effective intervention-teaching tool for ELs when language-learning strategies were added.
Research Methodology
Action Research
Keywords
At-risk Students, ESL/ ELLs, Reading, Response to Intervention (RtI)
Recommended Citation
Sook, Roshawn Terese, "Investigating Text Talk as a Tool for Improving Vocabulary and Comprehension Skills for English Learners in Response to Intervention Groups" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4164.
https://digitalcommons.hamline.edu/hse_all/4164