東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective./
作者:	Munoz, Kimberly.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	352 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28547886
ISBN:	9798538105717

Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective.
Munoz, Kimberly.

Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 352 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.

The purpose of this study was to determine whether motivation to read, Spanish reading proficiency or English reading proficiency could predict the reading achievement scores of Hispanic emerging bilingual students. In addition, the researcher explored how the sociocultural context of the bilingual classroom influences students' reading motivation and reading proficiency in both languages. There were 171 fourth and fifth grade bilingual students who participated in this study. While it was determined that Spanish reading proficiency (I-Station Lectura Avanzada) predicted reading achievement on the Spanish State of Texas Assessment of Academic Readiness (STAAR) reading assessment scores and English reading proficiency (I-Station Advanced Reading) predicted English STAAR reading assessment scores, reading motivation as measured by the MRQ did not predict reading achievement scores on either STAAR test. Furthermore, one-on-one interviews with three fourth grade bilingual students and their respective Language Arts teachers revealed that there were several external factors which influenced the sociocultural context of the bilingual classroom. Based on Guthrie and Klauda's engagement model, it was inferred that these factors could either negatively or positively influence the development of students' reading motivation and proficiency in both languages. The following conclusions were drawn from triangulation of the data: bilingual teachers and their students valued reading in general and bilingual students valued reading in the language their teachers valued. In their role as Mama Gallina, bilingual teachers believed they were acting in the best interests of their students, but their instructional decisions were heavily influenced by their personal experiences. In addition, bilingual teachers showed varying degrees of nepantlera in their role as Mama Gallina. Additional studies are needed to examine bilingual classrooms which represent culturally responsive environments and how bilingual teachers develop their bilingual students' reading motivation and reading proficiency in both languages. The results from this study can contribute to literacy implications and future research recommendations.

ISBN: 9798538105717Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual

Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective.
LDR:03436nmm a2200397 4500 001 2365879
005 20240918072752.5
006 m o d
007 cr#unu||||||||
008 241017s2021 ||||||||||||||||| ||eng d
020 $a 9798538105717
035 $a (MiAaPQ)AAI28547886
035 $a AAI28547886
040 $a MiAaPQ $c MiAaPQ
100 1 $a Munoz, Kimberly. $3 3707150
245 1 0 $a Factors Which Predict Reading Achievement for Hispanic Emerging Bilingual Students: A Sociocultural Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 352 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Brown, David.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2021.
520 $a The purpose of this study was to determine whether motivation to read, Spanish reading proficiency or English reading proficiency could predict the reading achievement scores of Hispanic emerging bilingual students. In addition, the researcher explored how the sociocultural context of the bilingual classroom influences students' reading motivation and reading proficiency in both languages. There were 171 fourth and fifth grade bilingual students who participated in this study. While it was determined that Spanish reading proficiency (I-Station Lectura Avanzada) predicted reading achievement on the Spanish State of Texas Assessment of Academic Readiness (STAAR) reading assessment scores and English reading proficiency (I-Station Advanced Reading) predicted English STAAR reading assessment scores, reading motivation as measured by the MRQ did not predict reading achievement scores on either STAAR test. Furthermore, one-on-one interviews with three fourth grade bilingual students and their respective Language Arts teachers revealed that there were several external factors which influenced the sociocultural context of the bilingual classroom. Based on Guthrie and Klauda's engagement model, it was inferred that these factors could either negatively or positively influence the development of students' reading motivation and proficiency in both languages. The following conclusions were drawn from triangulation of the data: bilingual teachers and their students valued reading in general and bilingual students valued reading in the language their teachers valued. In their role as Mama Gallina, bilingual teachers believed they were acting in the best interests of their students, but their instructional decisions were heavily influenced by their personal experiences. In addition, bilingual teachers showed varying degrees of nepantlera in their role as Mama Gallina. Additional studies are needed to examine bilingual classrooms which represent culturally responsive environments and how bilingual teachers develop their bilingual students' reading motivation and reading proficiency in both languages. The results from this study can contribute to literacy implications and future research recommendations.
590 $a School code: 1287.
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
653 $a Bilingual
653 $a Motivation
653 $a Nepantlera
653 $a Reading achievement
653 $a Reading proficiency
653 $a Sociocultural
690 $a 0282
690 $a 0535
690 $a 0279
710 2 $a Texas A&M University - Commerce. $b EdD Supervision, Curriculum, and Instruction-Elementary Education. $3 2049797
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 1287
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28547886