語系:
繁體中文
English
說明(常見問題)
圖資館首頁
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Reading instruction and Asian langua...
~
Kung, Melody.
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
作者:
Kung, Melody.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, 2016
面頁冊數:
162 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
附註:
Adviser: Jill Fitzgerald.
Contained By:
Dissertation Abstracts International77-11A(E).
標題:
English as a second language.
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119720
ISBN:
9781339809113
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
Kung, Melody.
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
- Ann Arbor : ProQuest Dissertations & Theses, 2016 - 162 p.
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2016.
There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language status (Asian LMs versus Native-English-speakers [NE-speakers]) moderated the relationship between early reading instructional emphasis/amount and reading growth from kindergarten through eighth grade. The sample consisted of 6,715 NE-speakers and 242 Asian LMs from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Hierarchical Linear Modeling growth curve analyses were conducted.
ISBN: 9781339809113Subjects--Topical Terms:
766007
English as a second language.
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
LDR
:03177nmm a2200325 4500
001
502073
005
20170619070723.5
008
170818s2016 ||||||||||||||||| ||eng d
020
$a
9781339809113
035
$a
(MiAaPQ)AAI10119720
035
$a
AAI10119720
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Kung, Melody.
$3
766054
245
1 0
$a
Reading instruction and Asian language-minority learners' and native-English-speaking students' English reading ability growth.
260
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2016
300
$a
162 p.
500
$a
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500
$a
Adviser: Jill Fitzgerald.
502
$a
Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2016.
520
$a
There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language status (Asian LMs versus Native-English-speakers [NE-speakers]) moderated the relationship between early reading instructional emphasis/amount and reading growth from kindergarten through eighth grade. The sample consisted of 6,715 NE-speakers and 242 Asian LMs from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Hierarchical Linear Modeling growth curve analyses were conducted.
520
$a
The main conclusions were that (1) Students' language status did not moderate the relationship between two aspects of instructional emphasis, the degree to which meaning was emphasized or the overall amount of reading instruction, with reading ability growth---neither in kindergarten nor in first grade. (2) However, by first grade, students' language status did moderate to some extent the relationship between the degree to which teachers emphasized sounds/letters during the first grade year with reading ability growth. The most salient differences in the growth patterns were at initial takeoff rate at the end of first grade and in the pattern of deceleration through the middle grades. (3) Turning to the pattern of reading ability growth for the two language groups as a whole, regardless of degree of reading instructional emphasis on sounds/letters, the most salient differences in the two growth patterns were at initial reading ability at the end of first grade and in the pattern of deceleration through the middle grades. (4) Lastly, only in first grade (that is, not in kindergarten), on the whole, regardless of language status, students who were exposed to sounds/letters to a lesser degree than their peers in first grade displayed slightly higher reading ability by the spring of first grade. Practical implications and future research directions are discussed.
590
$a
School code: 0153.
650
4
$a
English as a second language.
$3
766007
650
4
$a
Multicultural Education.
$3
766056
650
4
$a
Language.
$3
180769
650
4
$a
Reading instruction.
$3
766057
690
$a
0441
690
$a
0455
690
$a
0679
690
$a
0535
710
2
$a
The University of North Carolina at Chapel Hill.
$b
Education.
$3
766055
773
0
$t
Dissertation Abstracts International
$g
77-11A(E).
790
$a
0153
791
$a
Ph.D.
792
$a
2016
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119720
筆 0 讀者評論
全部
電子館藏
館藏
1 筆 • 頁數 1 •
1
條碼號
館藏地
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
000000135011
電子館藏
1圖書
學位論文
TH 2016
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
多媒體檔案
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10119720
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼
登入