Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.authorBrowning, Adam
dc.contributor.committeememberBrandon, Jim
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberBright, Robin M.
dc.date2021-06
dc.date.accessioned2021-01-26T23:38:31Z
dc.date.available2021-01-26T23:38:31Z
dc.date.issued2021-01-15
dc.description.abstractThis sequential mixed methodological study followed a cohort of English language learners (ELLs) in their transition from elementary to junior high school. An analysis of this transition is pertinent, as ELLs are at heightened academic risk while trying to close the language gap with their native English speaking (NES) peers. This inquiry investigated the patterns of early language and literacy visible for ELLs that emerged throughout Provincial Achievement Tests as they transitioned to academic literacy. Qualitative data added explanatory insights to the study’s quantitative findings. School districts throughout Alberta seek to address the challenges of meeting the literacy learning needs of an increasing ELL population. The findings from this study have implications for school improvement and classroom pedagogy related to early literacy and academic literacy learning.en_US
dc.identifier.citationBrowning, A. (2021). Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38588
dc.identifier.urihttp://hdl.handle.net/1880/113020
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectearly literacyen_US
dc.subjectacademic literacyen_US
dc.subjectvocabulary knowledgeen_US
dc.subjectclassroom pedagogyen_US
dc.subjectEnglish language acquisitionen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationEducation--Tests and Measurementsen_US
dc.titlePatterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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