ERIC Number: EJ995503
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1083-5415
EISSN: N/A
Available Date: N/A
The Positive Impact of World Language Study on Special Needs K-5 Children: A Mixed Methodology Research Study
Davis-Wiley, Patricia; Miller, Roy V.
Learning Languages, v16 n1 p26-31 Fall 2010
The present research study was conducted to explore how structured Spanish instruction (30 minutes, twice a week, for a semester) impacts the level of class participation and on-task behavior and the reading fluency rate of a group of self-contained, special needs, elementary school children (grades K-5). Data for this mixed methodology study were elicited over the course of one semester from three sources: semi-structured interviews with the CDC (Comprehensive Development Classroom) teachers; a series of class observations (using an interactive analysis protocol) of the children, both in and outside of the Spanish class; and CBM (Curriculum-Based Measurement) scores. Results of the research reported demonstrate that the children involved in this project benefited from second language instruction in several ways. It had a positive influence on their degree of engaged participation and on-task behavior; it enhanced their reading fluency; and, it made them feel happy and special. (Contains 2 tables and 13 notes.)
Descriptors: Second Language Learning, Second Language Instruction, Reading Fluency, Elementary School Students, Classroom Techniques, Semi Structured Interviews, FLES, Curriculum Based Assessment, Spanish, Special Needs Students, Self Contained Classrooms, Scores, Observation, Educational Benefits, Student Attitudes
National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/journal.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A