Identifier

etd-07052005-221018

Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

This research explores the relative impact of Balanced Reading instruction upon Hispanic students in a highly culturally diverse elementary school. This case study inquiry focuses on Hispanic students learning to read in English in kindergarten, first and third grade, how these Hispanic students are affected by the classroom setting within the context of the Balanced Reading instructional framework of each respective grade, and what are the similarities and differences in the learning methodologies and strategies that impact the learning curve of these Hispanic students. The researcher collects qualitative data to determine the methods and strategies found to be most effective and frequently used in reading of Hispanic students. Data includes documentation: field notes, observations, interviews, questionnaires, and archival information. This multiple case study inquiry focuses on six Hispanic students: two in kindergarten, one in first grade, and three in third grade. Stratified purposeful sampling is used to facilitate comparisons. Spradley's Developmental Research is used for componential analysis of the three case study groups and the Constant Comparative Method Analysis for analysis of interviews and questionnaires of both administration and teachers. Lastly, cross-case analysis is used to arrive at a more systematic and comprehensive instructional approach for Hispanic students in a highly culturally diverse elementary school. The findings of the case study conclude the Balanced Reading instructional framework is appropriate for educating Hispanic students in a highly culturally diverse elementary school and these Hispanic elementary students are able to acquire a second language, English, by means of a set of appropriate and effective teaching methods and strategies across the curriculum and diverse elementary grades from certificated teachers who use only English instruction without instructional support. These students are Spanish-speaking students upon entering elementary school and are taught only in an English-speaking environment without the use of translated instructional materials. The use of these methods and strategies across the curriculum and grade levels validates the theoretical claims that with appropriate teaching all students, no matter their cultural background, can achieve academically (Carlo, August, & McLaughlin, et. al., 2004; Luftig, 2003; Collins & Cheek, 2000; Garcia, 1999; Banks, 1994).

Date

2005

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Earl Cheek Jr.

Included in

Education Commons

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