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Reading Achievement in the English L...

Hawkins, Rebecca.

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Reading Achievement in the English Language Learner Population.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading Achievement in the English Language Learner Population./
作者:	Hawkins, Rebecca.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	50 p.
附註:	Source: Masters Abstracts International, Volume: 80-01.
Contained By:	Masters Abstracts International80-01.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751580
ISBN:	9780438180598

Reading Achievement in the English Language Learner Population.
Hawkins, Rebecca.

Reading Achievement in the English Language Learner Population. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 50 p.

Source: Masters Abstracts International, Volume: 80-01.

Thesis (M.S.)--Eastern Oregon University, 2018.

This item must not be added to any third party search indexes.

This study investigated the relationship of English language proficiency on reading growth in a population of 3rd grade students. Data were collected from the English Language Proficiency Assessment 21 (ELPA 21) as well as the Independent Reading Leveled Assessment (IRLA). A one-way analysis of variance indicated that students in the lowest language proficiency made significantly less growth than students in the other language categories. A secondary qualitative study investigated the contributing factors for students who had above average growth in literacy skills. The data from the qualitative study suggested that time spent reading and teacher influence have an impact on reading gains.

ISBN: 9780438180598Subjects--Topical Terms:

3423938
English as a Second Language.

Reading Achievement in the English Language Learner Population.
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520 $a This study investigated the relationship of English language proficiency on reading growth in a population of 3rd grade students. Data were collected from the English Language Proficiency Assessment 21 (ELPA 21) as well as the Independent Reading Leveled Assessment (IRLA). A one-way analysis of variance indicated that students in the lowest language proficiency made significantly less growth than students in the other language categories. A secondary qualitative study investigated the contributing factors for students who had above average growth in literacy skills. The data from the qualitative study suggested that time spent reading and teacher influence have an impact on reading gains.
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