Instructional Modifications During Read-Alouds for Linguistically Diverse Students

• In Event: Roundtable Session 27
  In Roundtable Session: Research on Literacy Development for Linguistically Diverse Students

Abstract

In this study I conduct a qualitative case study to see how an accomplished teacher modifies her instruction to scaffold linguistically-diverse students’ learning during read-aloud. Qualitative research methods are selected because I want to generate data rich in detail and embedded in context. My primary data sources include observation, videotaping, interview and documents. These data collection activities are carried out in a 1st grade classroom with linguistically-diverse students in Midwest in the US for four months. My observational evidence showed that the teacher modified instruction to help her students. I identify five categories for her instructional modifications, including providing comprehensible input, giving opportunities for students output, scaffolding oral language development, addressing students’ literacy needs, and accessing knowledge and language separately.

Author

• Yu-chih Huang, HuaFan University