Date of Award
Doctor of Education (EdD)
Philip O. Pendley
Purpose: The purpose of this phenomenological study was to identify and describe strategies used by public school 3rd, 4th, and 5th-grade teachers to support English language learners in Title I public schools.
Methodology: This phenomenological study identified and described 14 teachers' 3rd, 4th, and 5th-grade perceptions on effective strategies to support English language learners in reading and writing. Respondents were purposively chosen based on specific criteria and recommendations of an expert panel of experts and data was coded using NVIVO.
Findings: The expert panel members identified multiple strategies to support English language learners. Strategies include (a) Question higher level of thinking, (b) Collaborate with partners to support reading comprehension, (c) Model thinking process, (d) Graphic organizers for reading, (e) Check for understanding throughout lessons in reading, (f) Frontload vocabulary to increase understanding for reading, (g) Create interactive lessons to support comprehension in reading, (h) Make connections with literature visualizations in reading, and (i) Teach reading phonics patterns. In addition, strategies to support writing include (a) Collaborate with partners to support writing, (b) Create interactive lessons to support writing comprehension, (c) Frontload vocabulary to support writing, (d) Make connections with literature to support writing model self-editing process, (e) Model thinking process of writing, (f) Graphic organizers for writing, (g) Pictures of realia to support writing, and (h) Sentence frames to support writings.
Conclusions: School districts need to provide additional professional development and expertise in this area and state funding needs to be allocated to support students in this area. Data need to be continually monitored to provide support in this area. Recommendations: Further research is recommended to identify further research that will provide support for English language learners in Title I schools.
Gonzalez, Melinda, "Exemplary Practices Which Support Achievement Gaps in Reading and Writing for Hispanic ELL Learners in Title I Twenty-First Century Elementary Schools" (2022). Dissertations. 420.