Literaturnachweis - Detailanzeige
Autor/in | Avalos, Mary A. |
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Titel | Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models. |
Quelle | In: Bilingual Research Journal, 27 (2003) 2, S.171-205Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1523-5882 |
Schlagwörter | Bilingual Education; Cultural Background; Elementary Education; English (Second Language); Error Analysis (Language); Grade 4; Hispanic American Students; Interference (Language); Language Proficiency; Limited English Speaking; Prior Learning; Reading Comprehension; Second Language Learning; Teaching Methods; Transitional Programs Bilingual teaching; Bilingualer Unterricht; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; School year 04; 4. Schuljahr; Schuljahr 04; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Vorkenntnisse; Leseverstehen; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension "errors" began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) (TD) |
Anmerkungen | For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |