Date of Award
6-26-2024
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Christina Akbari
Committee Members
Arianne Pait; Joy Good
Call Number
LD 251 .A566t 2024 B74
Abstract
The purpose of the study was to examine the reading skills of English language learning (ELLs) elementary students post-COVID-19. Furthermore, this study analyzed the relationship between phonological awareness (PA) and the reading skills of the students. The participants included 22 ELL students in 1st, 2nd, and 3rd grade that attended an after-school program offered by the local Hispanic Center in Jonesboro, Arkansas. To measure the participants’ literacy skills, the primary investigator administered select portions of the Woodcock Reading Mastery Tests-Third Edition (WRMT-III: (Woodcock, 2011) as well as select portions of the DIBELS (DIBELS: University of Oregon, n.d.) assessment. According to the results, the 2nd grade students were notably behind the first and third graders in the areas of PA, Word Identification, Word Attack, Letter Naming Accuracy and Oral Word Reading Accuracy. The 2nd grade group was likely more affected, due to experiencing remote learning during their Kindergarten year.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Breckenridge, Mollie Virginia Jane, "The Reading and Phonological Awareness Skills of Elementary English Language Learners Post COVID-19 Pandemic" (2024). Student Theses and Dissertations. 75.
https://arch.astate.edu/all-etd/75
