Literaturnachweis - Detailanzeige
Autor/inn/en | Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren |
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Titel | Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners |
Quelle | In: Bilingual Research Journal, 37 (2014) 3, S.287-310 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1523-5882 |
DOI | 10.1080/15235882.2014.963739 |
Schlagwörter | Language of Instruction; Reading Comprehension; Spanish; Bilingual Education; Literacy Education; Language Proficiency; English (Second Language); Longitudinal Studies; Elementary School Students; English Language Learners; Role; Oral Language; Bilingual Education Programs; Transfer of Training; Language Tests; Scores; Predictor Variables; Language Role; Teaching Methods; Outcomes of Education; Grade 5; Regression (Statistics); Language Assessment Scales; Woodcock Language Proficiency Battery Teaching language; Unterrichtssprache; Leseverstehen; Spanisch; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Oral interpretation; Mündlicher Sprachgebrauch; Training; Transfer; Ausbildung; Language test; Sprachtest; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; Regression; Regressionsanalyse |
Abstract | This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth grade. Students in all groups experienced significant growth in English reading comprehension. For the English-only group, initial levels of Spanish reading comprehension were not related to growth in English reading comprehension. However, for students in the two bilingually instructed groups, those who began with stronger Spanish reading comprehension skills grew faster in English reading comprehension than students without initial strong Spanish reading comprehension skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |