The benefits of a language arts literature-based curriculum on Hispanic students in the third-, fourth-, and fifth-grade
Marand, Delia Rios
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/22157
Description
Title
The benefits of a language arts literature-based curriculum on Hispanic students in the third-, fourth-, and fifth-grade
Author(s)
Marand, Delia Rios
Issue Date
1996
Doctoral Committee Chair(s)
Trent, William T.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Bilingual and Multicultural
Literature, English
Education, Curriculum and Instruction
Language
eng
Abstract
This research study explored and examined the implementation process, literacy improvements, students' attitudes and limitations undertaken for the Language Arts Literature-based curriculum that was implemented for the first time in 1993-1994 in a predominantly Hispanic district. For this study, the researcher used evaluative research methods that gathered both quantitative and qualitative data. Quantitative data was obtained from third, fourth, and fifth grade in three instructional programs (bilingual, regular and gifted/talented) that were implementing the new literacy curriculum. The researcher used the criterion referenced test (Texas Assessment of Academic Skills) results to analyze the academic improvements in reading and writing in three different administrations, specifically 1993, 1994, and 1995. Quantitative data was also obtained through the administration of the Norm-referenced Achievement Program in Texas (NAPT) to determine if the intervention would yield reading and language improvements from two different administrations, specifically, April, 1993 and 1994. The sample student population was 97% Hispanic instructed in three different instructional programs.
As a result of the new literacy intervention, the district has demonstrated improved TAAS scores in the percentage of students passing reading comprehension. In 1995, there were 76% of the total fourth graders who passed, whereas in 1994 there were only 66%. In 1993, there were only 40% of the total fourth graders who passed the reading section without the new literacy intervention. Also, at Gonzalez Elementary, students demonstrated significant gains among third, fourth and fifth graders passing the TAAS reading sections over the last two years.
Some of the benefits for the utilization of the curriculum intervention were as follows: (1) Students improved their reading and writing skills through the use of award-winning quality authentic literature in the curriculum. (2) Students' writing improved through the modeling of teachers and monitoring of the instructional activities by the facilitator. (3) Teachers' knowledge base improved in the literature-based instruction, whole language, writing styles, and cooperative learning through the district and campus staff development.
Most importantly, the curriculum was organized by themes which gave the teachers the flexibility to draw on students' interest and cultural background while integrating the literacy skills.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
