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| LEADER |
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| 001 |
in00001611713 |
| 005 |
20190325101311.0 |
| 008 |
010518s2000 xx a b 000 0 eng d |
| 035 |
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|a (OCoLC)ocm46969495
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| 037 |
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|a 99-80171
|b UMI
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| 040 |
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|a TXA
|c TXA
|d UtOrBLW
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| 049 |
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|a TXAM
|a TXAR
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| 099 |
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|a 2000
|a Dissertation
|a L354
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| 100 |
1 |
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|a Laija, Wilda.
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| 245 |
1 |
4 |
|a The role of cognitive academic language proficiency and nonverbal cognitive reasoning on reading growth with limited English proficient students /
|c by Wilda Laija.
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| 264 |
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1 |
|a [Place of publication not identified] :
|b [publisher not identified] ;
|c 2000.
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| 300 |
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|a xii, 200 leaves :
|b illustrations ;
|c 28 cm.
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| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 502 |
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|b Ph. D.
|c Texas A&M University
|d 2000.
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| 504 |
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|a Includes bibliographical references (leaves 151-181).
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| 500 |
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|a Vita.
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| 500 |
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|a "Major Subject: School Psychology".
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| 530 |
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|a Issued also on microfiche from University Microfilm Inc.
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| 520 |
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|a Hispanic children and youth accounted for approximately 38 percent of the Hispanic population and for 11 percent of all the children in the U. S. population in 1991. It is estimated that Spanish non-English language background will increase from 10.6 in 1976 to 18.2 million in 2000 (Oxford-Carpenter et al., 1984). Given the increase in the Hispanic school-age population, especially those who are limited English proficiency (LEP), it is increasingly more important to establish appropriate approaches and educational programs to enhance academic achievement with this population. Many researchers indicate that proficiency in the student's primary and second language plays a crucial role in the student's intellectual development and academic achievement. Cummins (1978) developmental interdependence hypothesis describes this relationship and served as the guiding hypothesis for this study, which investigated the relationship of Cognitive Academic language Proficiency (CALP) in the primary and second language and nonverbal cognitive reasoning, as measured by the (TONI-3), to second language reading. Since intelligence is often used to predict academic performance and this has historically been a problem in the assessment of Hispanic students (Figueroa, 1991) who are LEP students, it was important to explore the relationship of nonverbal cognitive reasoning with this population. In addition, teacher factors influencing reading growth were also explored. Overall, this study provided some support to Cummins (1978) developmental interdependence hypothesis when the whole sample was used, although relationships observed for this sample were weak. When more descriptive samples were used this relationship did not hold. The "language loss" phenomenon was clearly illustrated by results of this study. Additional analyses, however, indicated that this language loss could be due to instructional factors. Additional research needs to be done to determine at what level is Cummins' (1978) developmental interdependency hypothesis more predictive of reading growth.
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| 650 |
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4 |
|a Major school psychology.
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| 856 |
4 |
1 |
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|a Texas A&M University
|b College Station
|c Cushing Memorial Library & Archives
|s cush tdrm
|d Cushing: Theses & Dissertations Microforms (Does not check out)
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|i unmediated -- volume
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|a Texas A&M University
|b College Station
|c Electronic Resources
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