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

Reading growth of first- and second-...

The University of North Carolina at Chapel Hill., Education: Doctorate/Master's in Education.

FindBook

Google Book

Amazon

博客來

Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude./
作者:	Li, Yongmei.
面頁冊數:	202 p.
附註:	Adviser: Jill Fitzgerald.
Contained By:	Dissertation Abstracts International69-07A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315667
ISBN:	9780549670551

Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude.
Li, Yongmei.

Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude. - 202 p.

Adviser: Jill Fitzgerald.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2008.

The research questions were (a) How does first- and second-grade English-language learners' reading growth in Instructional Reading Level compare to their monolingual native-English-speaking peers' growth across two years; (b) How does first- and second-grade English-language learners' reading growth in selected reading subprocesses (word- and sound-level subprocesses, Comprehension, Fluency) compare to their monolingual native-English-speaking peers' growth across two years; and (c) How does first- and second-grade English-language learners' growth in Attitude toward Reading compare to their monolingual native-English-speaking peers' growth across two years? Using a two-year repeated measures design, data were collected from 746 monolingual native English-speaking students and 154 English-language learners in first and second grade at 16 schools. Students who began Year 1 in first and second grade were followed into second and third grade in Year 2. Five reading assessments were administered at the beginning, middle, and end of each year (except for phonological awareness, which was assessed on students who began Year 1 in first grade in Year 1 only), including Oral Reading, Basic Sight Vocabulary, Hearing Sounds in Words, Phonics Knowledge, and Attitude toward Reading. A series of hierarchical linear models was conducted. Main conclusions were (a) The growth pattern of Instructional Reading Level for the English-language learners was different from that for their monolingual native-English-speaking peers. (b) For growth in sound- and word-level reading subprocesses, the growth pattern of Phonological Awareness for the first-grade English-language learners was different from that for their monolingual native-English-speaking peers. The growth pattern of Phonics Knowledge for the English-language learners was different from that for their monolingual native-English-speaking peers. Similarity or difference in the growth in Reading Words in Isolation for the English-language learners and their monolingual native-English-speaking peers depended on cohort. (c) The growth pattern and performance level of Fluency for the English-language learners were similar to that for their monolingual native-English-speaking peers. (d) The growth pattern and performance level of Comprehension for the English-language learners were similar to that for their monolingual native-English-speaking peers. (e) The growth pattern of Attitude toward Reading for the English-language learners was different from that for their monolingual native-English-speaking peers.

ISBN: 9780549670551Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude.
LDR:03542nam 2200289 a 45 001 859232
005 20100713
008 100713s2008 ||||||||||||||||| ||eng d
020 $a 9780549670551
035 $a (UMI)AAI3315667
035 $a AAI3315667
040 $a UMI $c UMI
100 1 $a Li, Yongmei. $3 1026399
245 1 0 $a Reading growth of first- and second-grade English-language learners: Achievement, subprocesses, and attitude.
300 $a 202 p.
500 $a Adviser: Jill Fitzgerald.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2652.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2008.
520 $a The research questions were (a) How does first- and second-grade English-language learners' reading growth in Instructional Reading Level compare to their monolingual native-English-speaking peers' growth across two years; (b) How does first- and second-grade English-language learners' reading growth in selected reading subprocesses (word- and sound-level subprocesses, Comprehension, Fluency) compare to their monolingual native-English-speaking peers' growth across two years; and (c) How does first- and second-grade English-language learners' growth in Attitude toward Reading compare to their monolingual native-English-speaking peers' growth across two years? Using a two-year repeated measures design, data were collected from 746 monolingual native English-speaking students and 154 English-language learners in first and second grade at 16 schools. Students who began Year 1 in first and second grade were followed into second and third grade in Year 2. Five reading assessments were administered at the beginning, middle, and end of each year (except for phonological awareness, which was assessed on students who began Year 1 in first grade in Year 1 only), including Oral Reading, Basic Sight Vocabulary, Hearing Sounds in Words, Phonics Knowledge, and Attitude toward Reading. A series of hierarchical linear models was conducted. Main conclusions were (a) The growth pattern of Instructional Reading Level for the English-language learners was different from that for their monolingual native-English-speaking peers. (b) For growth in sound- and word-level reading subprocesses, the growth pattern of Phonological Awareness for the first-grade English-language learners was different from that for their monolingual native-English-speaking peers. The growth pattern of Phonics Knowledge for the English-language learners was different from that for their monolingual native-English-speaking peers. Similarity or difference in the growth in Reading Words in Isolation for the English-language learners and their monolingual native-English-speaking peers depended on cohort. (c) The growth pattern and performance level of Fluency for the English-language learners were similar to that for their monolingual native-English-speaking peers. (d) The growth pattern and performance level of Comprehension for the English-language learners were similar to that for their monolingual native-English-speaking peers. (e) The growth pattern of Attitude toward Reading for the English-language learners was different from that for their monolingual native-English-speaking peers.
590 $a School code: 0153.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Reading. $3 1017790
690 $a 0282
690 $a 0524
690 $a 0535
710 2 $a The University of North Carolina at Chapel Hill. $b Education: Doctorate/Master's in Education. $3 1023301
773 0 $t Dissertation Abstracts International $g 69-07A.
790 $a 0153
790 1 0 $a Fitzgerald, Jill, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315667