Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model.

Publication Year:
2010
Usage 602
Downloads 373
Abstract Views 229
Repository URL:
http://hdl.handle.net/2104/7934
Author(s):
Hancock, Leslie A.
Tags:
English as a second language.; Instruction.
thesis / dissertation description
The purpose of this study was to examine the effectiveness of a model of instruction for English language learners that may serve as an alternative to the Sheltered Instruction Observation Protocol model. This potential alternative instructional model followed the tenets of tiered instruction couched within the Five Block Schedule. English language learners enrolled in English for Speakers of Other Languages I and II courses in two secondary schools participated in the study. For a period of six weeks, the participants in one school received instruction taught according to the tenets of the Sheltered Instruction Observation Protocol (control group) while the participants at the other school received tiered instruction couched within the Five Block Schedule (experimental group). Participants' English language proficiency at both schools was assessed using the Woodcock-Munoz Language Survey-Revised before and after this six week period and the scores were subjected to statistical analysis. Results indicated that the control group did not make any significant gains in any of the facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised over the course of six weeks of instruction following the Sheltered Instruction Observation Protocol model. The experimental group made significant gains in all facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised after six weeks of tiered instruction couched within the Five Block Schedule. A comparison of the control group and experimental group's gains in English proficiency revealed that the experimental group made significantly greater gains in the ability to identify letters and decode words, write, and follow directions in English as well as use English as the medium for content knowledge acquisition.