The purpose of this quantitative study was to examine if a relationship occurred between Sheltered Instruction and the reading comprehension and writing development of students in first semester beginning Spanish as a second or foreign language (L2/FL) at a university in south Texas. The Sheltered Instruction Observation Protocol (SIOP) developed by Echevarría, Vogt, and Short (2008) for the teaching of English Language Learners (ELLs) was used as the model for lesson planning and implementation of instruction for beginning Spanish. The researcher utilized a quasi-experimental Pattern Matching Nonequivalent Dependent Variable (NEDV) Repeated Measures (Trochim, 2006) design over a period of twelve weeks for the study. As a matter of convenience, the participating population was limited to the students enrolled in three sections of the first semester beginning Spanish L2/FL course. The researcher took an active role as the instructor for each of the three participating groups. Data were collected from pre/mid-term/post-tests administered during the course of the study for a more comprehensive view of the relationship between the instructional approach and acquisition of Spanish by the participants. A descriptive statistics approach was used to explain the results of the data collected and identify any significant similarities or differences between overall scores of the three groups.
July 13, 2015
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