Literacy instruction for English learners with extensive support needs

Frates, Adriana (2022) Literacy instruction for English learners with extensive support needs. Doctoral thesis, Northern Arizona University.

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Abstract

The current study examined the effects of a shared reading instructional package on literacy instruction for multilingual learner (MLL) students with extensive support needs (ESN). Three participants, from kindergarten through 5th grade, received the intervention. To establish experimental control, the researchers used a multiple probe design with conditions (i.e., phonics sets) and replicated across participants. Based on the multiple probe design and visual analysis, results showed all students met criterion across all phonics sets. In addition, all participants made considerable progress on secondary variables to include phonemic awareness, fluency, vocabulary, and comprehension. Furthermore, students were able to generalize their knowledge of decoding words. Considerations in interpreting the results for classroom implementation and future research are discussed.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	evidence-based practices; extensive support needs; literacy; multilingual learners; English language learners
Subjects:	L Education > LC Special aspects of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Specialities
Date Deposited:	06 Jun 2023 16:17
Last Modified:	06 Jun 2023 16:17
URI:	https://openknowledge.nau.edu/id/eprint/5959

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