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Meaning to read or reading for meani...

University of California, Irvine.

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Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners./
作者:	Yoro, Theresa Ann.
面頁冊數:	127 p.
附註:	Adviser: Evelyn Weisman.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3269659
ISBN:	9780549086765

Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners.
Yoro, Theresa Ann.

Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners. - 127 p.

Adviser: Evelyn Weisman.

Thesis (Ed.D.)--University of California, Irvine, 2007.

There has been much attention in recent literature related to the role of and interaction between oral reading fluency, oral English language proficiency, and academic vocabulary skills in developing English learners' ability to comprehend text in a second language. The National Literacy Panel on Language-Minority Children and Youth, has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading that have been shown effective for native English-speaking students. However, taking into consideration the persistent literacy achievement gap, such instruction for English learners may need to be adjusted with sensitivity to the strengths and challenges of learning to read in a second language.

ISBN: 9780549086765Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners.
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245 1 0 $a Meaning to read or reading for meaning: Promoting reading comprehension proficiency of Latino English learners.
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500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2293.
502 $a Thesis (Ed.D.)--University of California, Irvine, 2007.
520 $a There has been much attention in recent literature related to the role of and interaction between oral reading fluency, oral English language proficiency, and academic vocabulary skills in developing English learners' ability to comprehend text in a second language. The National Literacy Panel on Language-Minority Children and Youth, has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading that have been shown effective for native English-speaking students. However, taking into consideration the persistent literacy achievement gap, such instruction for English learners may need to be adjusted with sensitivity to the strengths and challenges of learning to read in a second language.
520 $a This research sought to inform decisions regarding possible adjustments to instructional programs designed to increase the reading comprehension proficiency of Latino English learners. The theoretical basis supporting the contribution of each of the independent variables (oral English proficiency, oral reading fluency, and academic vocabulary knowledge) is described and discussed. Existing data for third-grade Latino English learners from a school district participating in the California Reading First grant program were examined to determine the strength of each of the three independent variables as predictors of reading comprehension proficiency. A path analysis was conducted and the comparative magnitudes of the path coefficients were examined.
520 $a The findings provided evidence of a possible mismatch between English learners' instructional needs and a widely used reading program component, assessment of words correct per minute (WCPM). The results of the path model did not support measurement of oral reading fluency in terms of WCPM as a relatively strong predictor of reading comprehension proficiency in Latino English learners. The results did, however, support the predictive power of well-developed academic vocabulary knowledge and skills.
520 $a Significant conclusions of this study suggested that educators seeking to promote the reading comprehension proficiency of Latino English learners would consider using WCPM assessments and activities cautiously and appropriately and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.
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