Education and Human Sciences, College of (CEHS)
Date of this Version
7-2010
Abstract
This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning, & Teacher Education, Under the Supervision of Professor Jenelle Reeves. Lincoln, Nebraska: July, 2010
Copyright 2010 Robyn M. Warner