Literacy Program Study

Paper Summary:

This paper presents a description of a study design for teaching English as a second language. It proposes how the research will be conducted, including the measuring instrument used and how the data will be analyzed. The paper states that the study intends to use a random sampling approach to provide every member of the population (the total family members in the school) with an equal chance of being selected for participation in the study survey. The paper concludes with an explanation of how the data collected will be analyzed.

Outline:
Design of the Study
Selection of the Sample
Measuring Instrument
Procedures
Analysis of Data
References
Appendices

From the Paper:

"The instrument to be used in this study will be based on The Home Activities Questionnaire developed by Hammer and Miccio (2000) wherein four quantitative dimensions of family literacy are examined: (a) parents' literacy activities (e.g., frequency with which the mother read a book, magazine, checked out a library book, use recipe, etc.), (b) parent-child literacy activities (e.g., frequency with which the parent taught colors, shapes, the alphabet, letter sounds, etc.), (c) the availability of reading materials (the number of adult and children's books available in the home), and (d) reading with children (frequency with which the parent reads books to the child) are measured using a Likert-scaled series of questions. These four dimensions will be measured using the questions in the proforma survey instrument at Appendix A. The questionnaire will be translated into Spanish and administered in the language of the subject's choice."

Sample of Sources Used:

• Abedi, J., & Dietel, R. (2004). Challenges in the No Child Left Behind Act for English-language learners. Phi Delta Kappan, 85(10), 782.
• Babbie, E. (1992). The practice of social research. Belmont, CA: Wadsworth Publishing.
• Eakle, A. J. (2003). A content analysis of second-language research in the Reading Teacher and Language Arts, 1990-2001. The Reading Teacher, 56(8), 828.
• Escamilla, K., Chavez, L., & Vigil, P. (2005). Rethinking the 'gap': High-stakes testing and Spanish-speaking students in Colorado. Journal of Teacher Education, 56(2), 132.
• Farr, M. (2004). Latino language and literacy in ethnolinguistic Chicago. Mahwah, NJ: Lawrence Erlbaum Associates.

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APA Citation:

MLA Citation: