The Power Of Scaffolding in Early Literacy Skill Development for ELL Preschoolers

Term

Summer 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Walter Enloe

Secondary Advisor/Reader One

Rebecca Brown

Peer-Reviewer/Reader Two

Alison Cousion

Abstract

The research question addressed in this project was, “What factors contribute to ELLs preschooler’s lack of early literacy skills and how can I implement scaffold techniques to improve early literacy development skills for ELL preschoolers? The motivating factor for this capstone is to show how teachers can help prove the importance of scaffolding techniques help all ELL preschoolers reach their potential in developing early development literacy skills in later academic success. This capstone details ways to implement scaffolding early literacy skills instruction utilizing both large and small group instruction, and the use of Individual Growth Development Indicator (IGDI)s an assessment.

Research Methodology

Field Study, Observation

Keywords

Assessment, Developmentally Appropriate Practice, Early Childhood, ESL/ ELLs, Learning Styles, Literacy, Motivation, Teachers/ Teaching

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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