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Read-Aloud and the English Language ...

Watson, Tanya Elaine.

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Read-Aloud and the English Language Learner.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Read-Aloud and the English Language Learner./
Author:	Watson, Tanya Elaine.
Description:	357 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575670
ISBN:	9781303545122

Read-Aloud and the English Language Learner.
Watson, Tanya Elaine.

Read-Aloud and the English Language Learner. - 357 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2013.

Reading aloud (read-aloud) is quickly progressing as a useful strategy on the middle school level, yet research has not adequately caught up with is use with special populations such as middle school students and English language learners (ELLs). The purpose of this study was to add to the limited research on the read-aloud instructional strategy with 9 ELLs and delineate effective strategies for this population to increase their reading comprehension. This study was framed by three theories applicable to these learners. It addressed the educational value of using multicultural and classic read-aloud texts as the basis of read aloud instruction, and proposed a specific sequence for the read-aloud protocol. Multiple data sources in open- and close-ended formats, including surveys, annotations, multiple written retellings, vocabulary activities, and assessments were used in a six-phase read-aloud protocol. Learners were provided with 27 read-aloud sessions, multiple experiences with the selections, and specific strategies to enhance reading, writing, speaking, and listening. Under mixed methods conditions, the read-aloud protocol developed for this group of ELLs revealed positive effects on reading comprehension, writing performance, and vocabulary knowledge. In addition, ELLs indicated preference for multicultural text types and exhibited greater reading comprehension when this text type was used. Further, the study confirmed the use of the cloze-maze tests as a valid assessment of reading comprehension, especially when used in conjunction with qualitative measures. Recommendations include the need for larger scale studies, and treatment and control group studies on the use of structured read-aloud designs with special populations, such as middle school students and ELLs.

ISBN: 9781303545122Subjects--Topical Terms:

1018115
Education, Language and Literature.

Read-Aloud and the English Language Learner.
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008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303545122
035 $a (MiAaPQ)AAI3575670
035 $a AAI3575670
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100 1 $a Watson, Tanya Elaine. $3 2095181
245 1 0 $a Read-Aloud and the English Language Learner.
300 $a 357 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Ruie Pritchard.
502 $a Thesis (Ph.D.)--North Carolina State University, 2013.
520 $a Reading aloud (read-aloud) is quickly progressing as a useful strategy on the middle school level, yet research has not adequately caught up with is use with special populations such as middle school students and English language learners (ELLs). The purpose of this study was to add to the limited research on the read-aloud instructional strategy with 9 ELLs and delineate effective strategies for this population to increase their reading comprehension. This study was framed by three theories applicable to these learners. It addressed the educational value of using multicultural and classic read-aloud texts as the basis of read aloud instruction, and proposed a specific sequence for the read-aloud protocol. Multiple data sources in open- and close-ended formats, including surveys, annotations, multiple written retellings, vocabulary activities, and assessments were used in a six-phase read-aloud protocol. Learners were provided with 27 read-aloud sessions, multiple experiences with the selections, and specific strategies to enhance reading, writing, speaking, and listening. Under mixed methods conditions, the read-aloud protocol developed for this group of ELLs revealed positive effects on reading comprehension, writing performance, and vocabulary knowledge. In addition, ELLs indicated preference for multicultural text types and exhibited greater reading comprehension when this text type was used. Further, the study confirmed the use of the cloze-maze tests as a valid assessment of reading comprehension, especially when used in conjunction with qualitative measures. Recommendations include the need for larger scale studies, and treatment and control group studies on the use of structured read-aloud designs with special populations, such as middle school students and ELLs.
590 $a School code: 0155.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0279
690 $a 0535
690 $a 0441
710 2 $a North Carolina State University. $b Curriculum and Instruction. $3 2095182
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0155
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575670