Effect of Explicit Direct Instruction on 4th Grade English Language Learner Students in a Turn Around Elementary School

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CHAPTER 1: INTRODUCTION1

Prologue1

Problem Background3

Purpose for the Study4

Research Questions6

Limitations and Delimitations7

Definitions7

Importance of the Study8

CHAPTER 2: LITERATURE REVIEW11

Formation11

Classification and Assessment13

Reading Literacy14

Intervention16

Teaching Strategies18

Professional development19

Early Intervention Dual Language Program20

Assessment and Evaluation of English Language Learners24

School Professional s Efficacy27

Second language acquisition27

Summary29

CHAPTER 3: METHODOLOGY44

Introduction44

Research Design44

Role of the Researcher46

Data Collection and Analysis47

Modus Operandi51

Rationale For Selection of Sample52

Significance of ANCOVA57

Inculcating T-Test58

Informed Consent61

Inadequacy62

Protection of Human Subjects62

REFERENCES64

CHAPTER 1: INTRODUCTION

Prologue

School reform is a priority for the United Stated Department of Education, especially because the No Child Left Behind (NCLB) legislation in 2001 requires schools to ensure all students are at grade-level by 2014 (USDE, 2011). Due to the increasing number of schools not meeting Annual Yearly Progress (AYP), government is now rendering immediate attention to reform the schools. This reformation is being carried out based on four mock-ups which are interpreted as transformation, turn-around, restart and closure (USDE, 2011). This initiative as per the models identified above tends to indebt a huge amount of $4.35 billion dollars in order to be implemented as per its spirit (Denver, 2010 & Ed.gov, 2012). As schools are implementing the Race to the Top reform, research is needed to show how these reform efforts are working.

As part of school reform, educational leaders are analyzing the academic progress of the English language learner (ELL) population (Abedi, 2004). The ELL population in the United States is increasing every year and this is a trend that has been prevalent for the past twenty years (Gyovai et al, 2009). The ELL population in American schools is on average 10%, and the rate of growth is 9% per year (Schneider & Evers, 2009). National education standards demand ELLs to take high-stakes tests normed for native English speakers after living in the United States for two and a half years (Schneider & Evers, 2009).

California has one of the highest ELL populations as 29.02% of the total population is enrolled in public schools (California Department of Education, 2010). This indicates that California has higher expectations for ELLs than what is required by national standards. ELLs have a significant challenge in acquiring the use and understanding of a new language. ELLs are equipped to learn English in the same form as a native English student, ELLs perform at a much lower rate than their English-only speaking peers. According to Gyovia et al. (2009), nearly 75% of ELLs in the United States read below grade level in third grade and more than 50% are below in math. There are also disproportionate numbers of students being served in Special Education with 56% of students referred for reading problems (Schneider & Evers, 2009).

Gyovai et al. (2009), renders the negative correlation between the rate of referral to special education and the proficiency of ELLs. A student who is more proficient at using English as a second language is less likely for a referral to special education services (Evers, 2009). As ELLs are entering the nations schools with very weak ...