Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
5-2024
Committee Chair or Co-Chairs
Pam Mims
Committee Members
John Wheeler, Shuling Yang
Abstract
The purpose of this study was to investigate and determine the effectiveness of teaching an English Language Learner (ELL) teacher to use a task analysis comprising story-based lessons with cultural contextual literature to promote emergent literacy skills for a middle school-aged Hispanic ELL student with an intellectual disability (ID). Using a single-case multiple probes across skill sets design, one student with an ID and an ELL teacher participated in this study. The student was taught by the ELL teacher using story-based lessons with cultural contextual literature to promote emergent literacy skills. Results indicated a functional relation between story-based lessons with cultural contextual literature and emergent literacy skills. Future research needs to be carried out across multiple participants in varying age groups. Implications for practice and limitations will also be highlighted.
Document Type
Dissertation - unrestricted
Recommended Citation
Smith, Elizabeth, "Using Cultural Contextual Story-Based Lessons to Teach Emergent Literacy Skills" (2024). Electronic Theses and Dissertations. Paper 4408. https://dc.etsu.edu/etd/4408
Copyright
Copyright by the authors.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons