Term
Fall 2017
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Patty Born Selly
Content Expert
Susan Leet
Abstract
The number of English Language Learners (ELLs) continues to increase nationwide. Early elementary teachers are tasked in laying a foundation of reading, and ELLs face a gap in their literacy journey compared to their English speaking peers. The research question for this project was: how does explicit vocabulary instruction lead English language learners in early elementary ages to become proficient readers? The literature review focuses on vocabulary instruction, proficient readers, ELLs, and professional development. It discusses research with ELLs in the classroom and in reading instruction. Within the extensive world of literacy, explicit vocabulary instruction has been shown to have positive benefits with ELLs and guides them to become proficient readers. The project for this capstone was professional development (PD) created for teachers of ELLs. The PD walks through research and background of ELLs and vocabulary instruction, gives examples, and provides opportunities to create and implement for their individual classrooms.
Project Type
Professional Development
Keywords
ESL/ ELLs, Literacy, Staff Development, Early Elementary
Recommended Citation
Nixon, Angela Kaye, "How Explicit Vocabulary Instruction Leads English Language Learners In Early Elementary Ages To Become Proficient Readers" (2017). School of Education and Leadership Student Capstone Projects. 113.
https://digitalcommons.hamline.edu/hse_cp/113
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations