Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners

Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners

Author: 
Socorro Mendoza
Program of study: 
Ed.D./CI
Abstract: 
This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aids, reader’s theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students’ reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students’ reading development that is tailored to the students’ and caregivers’ language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.
Dedication: 
This dissertation is dedicated to my children, and family whom I would not have achieved this accomplishment without their support and encouragement. To my children, for their warm smiles and hugs who lifted me when I needed a little extra push. I want my children to know that with perseverance and determination all is possible. To my brother, Gus whose shoulders I stand on to reach such prestigious achievement. My brother has always believed and encouraged me to dream big. Lastly, to my mother who taught me to work hard and walk boldly through obstacles. When I called, you answered me; you made me bold and stouthearted (Psalm 138:3).
Acknowledgements: 
I am deeply grateful to Tina Poenisch for the endless hours of encouragement and guidance. I truly appreciate your commitment to your students’ success in this journey. Thank you Dr. Grant Sisk, my mentor, for your direction, expertise, and dedication in the completion of this program. Dr. Marsha Heck thank you for being part of the team, support and encouragement. Dr. Thomas Deering thank you for your dedication and honest advice each step of the way. Lastly, Dr. Jillian Skelton I am so grateful for your expertise, warm spirit, and kind words you always offered when I questioned myself.