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The Relationship of L2 Proficiency and L1 Reading Academic Performance Prior to Formal L1 Literacy Instruction in Foreign Language Immersion Settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship of L2 Proficiency and L1 Reading Academic Performance Prior to Formal L1 Literacy Instruction in Foreign Language Immersion Settings./
作者:	McKay, Andrew David, Jr.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	101 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28862277
ISBN:	9798759982180

The Relationship of L2 Proficiency and L1 Reading Academic Performance Prior to Formal L1 Literacy Instruction in Foreign Language Immersion Settings.
McKay, Andrew David, Jr.

The Relationship of L2 Proficiency and L1 Reading Academic Performance Prior to Formal L1 Literacy Instruction in Foreign Language Immersion Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 101 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ed.D.)--University of South Dakota, 2021.

This item must not be sold to any third party vendors.

The purpose of this study is to explore the statistical nature of the linguistic interdependence hypothesis (Cummins, 1976, 2017) in the spring of 2nd grade of students in foreign language immersion programs. Specifically, the interdependent relationship between L2 language proficiency levels and L1 reading academic performance in an environment where L1 is the majority language and L2 is the target language for instruction with students who have yet to receive formal reading instruction in the L1. The Continua Model of Biliteracy was used to frame the existing research on language acquisition. An experimental ex post facto design using archival data from 228 students in a Spanish immersion program in the Midwest was used. A Spearman rank correlation was used to compare L2 proficiency (STAMP 4Se assessment) to L1 reading academic performance (MAP K-2 reading assessment). The findings of this study showed a strong relationship between L1 reading academic performance and L2 composite scores, L2 reading proficiency, and L2 listening proficiency scores, respectively. A moderate correlation between L1 reading academic performance and L2 writing scores was established, as well as a weak correlation between L1 reading academic performance and L2 speaking proficiency. The researcher concluded that programs and teachers can use L2 proficiency composite and interpretive proficiency indicators as a way to make instructional decisions and monitor growth prior to formal L1 instruction and/or between and before L1 reading high stakes assessment periods.

ISBN: 9798759982180Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Foreign language immersion programs

The Relationship of L2 Proficiency and L1 Reading Academic Performance Prior to Formal L1 Literacy Instruction in Foreign Language Immersion Settings.
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520 $a The purpose of this study is to explore the statistical nature of the linguistic interdependence hypothesis (Cummins, 1976, 2017) in the spring of 2nd grade of students in foreign language immersion programs. Specifically, the interdependent relationship between L2 language proficiency levels and L1 reading academic performance in an environment where L1 is the majority language and L2 is the target language for instruction with students who have yet to receive formal reading instruction in the L1. The Continua Model of Biliteracy was used to frame the existing research on language acquisition. An experimental ex post facto design using archival data from 228 students in a Spanish immersion program in the Midwest was used. A Spearman rank correlation was used to compare L2 proficiency (STAMP 4Se assessment) to L1 reading academic performance (MAP K-2 reading assessment). The findings of this study showed a strong relationship between L1 reading academic performance and L2 composite scores, L2 reading proficiency, and L2 listening proficiency scores, respectively. A moderate correlation between L1 reading academic performance and L2 writing scores was established, as well as a weak correlation between L1 reading academic performance and L2 speaking proficiency. The researcher concluded that programs and teachers can use L2 proficiency composite and interpretive proficiency indicators as a way to make instructional decisions and monitor growth prior to formal L1 instruction and/or between and before L1 reading high stakes assessment periods.
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