Date

2014

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The study compared a 110 minute intervention block, where English language learners (ELL) were taught through lessons using the Sheltered Instruction Observation Protocol (SIOP) method with a control group that received didactic lectures and inquiry labs for 110 minutes. The aim of the research was to examine the efficacy of the intervention in regards to increasing comprehension and achievement for English language learners. Students were given a pre-unit questionnaire and a post unit questionnaire, along with a unit long portfolio to assess changes in their comprehension and achievement levels. The results of this study indicated that students receiving the SIOP intervention gained a better understanding of the science lesson content, however, comprehending the multifaceted aspects of the standards was still challenging. The intervention group’s portfolio scores showed a definite increase in understanding OF academic language associated with biology compared to the control block; whereas science content understanding and ability was approximately the same for both classes, with the control group scoring slightly lower overall.

Comments

Thesis (M.A.) Teacher Education Department

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