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The research questions addressed in this project are: Is there evidence of cross linguistic transfer of academic language and knowledge related to literacy strategies when an English literacy intervention is aligned with a Spanish literacy curriculum? Do ELs improve their English reading comprehension when literacy strategies are parallel taught in both Spanish and English? The motivating factor for this capstone was to provide a research-based English intervention for students who are transitioning from Spanish to English literacy. It documents one teacher's method of teaching literacy strategies and enhancing ELs' English oral academic language for the purpose of improving reading comprehension, based on Tong's research methods. The results of this case study suggest improvement in overall reading comprehension and oral academic language as well as the students' confidence. --Provided by author.