Classroom Strategies to Increase Kindergarten Readiness of Preschool ELL Students

Author

Cirissa AfonjaFollow

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Courtney LaLonde

Keywords

English language Learners, music, visuals, modeling

Abstract

Abstract

There are more preschool children in the United States who are English Language Learners than any other age group. This research examines the effects of providing modeling, visuals, and music strategies to English Language Learners in a preschool classroom to increase their literacy, language, and communication skills. The study’s goal was to determine if the specific classroom strategies would improve the participants English language, literacy and communication skills to be kindergarten ready with their same age English speaking peers. The study used language surveys and an assessment to determine which students were English Language Learners, and if they needed extra support learning English. The strategies were used and observed during small group, circle time, and center time. Observations by the co-investigator as well as K-12 English as a Second Language Proficiency Benchmarks and letter cards were used to determine the effectiveness of the study. According to the quantitative data, the effects of using interventions using visuals and modeling eight of the participants increase their level of speaking English and three participants increased their level of listening/understanding English. The data also shows the increase of letter and letter sound knowledge by one to four letters and letter sounds.

Recommended Citation

Afonja, Cirissa, "Classroom Strategies to Increase Kindergarten Readiness of Preschool ELL Students" (2018). Dissertations, Theses, and Projects. 131.
https://red.mnstate.edu/thesis/131