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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.)
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