The efficacy of two English reading interventions in a bilingual education program /
This study investigated the efficacy of two English literacy interventions for Spanish-dominant bilingual students in Grades 2 through 5. The performance of students tutored under two conditions (n = 45) was compared to that of their non-tutored classmates (n = 39). The two interventions consisted...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=727842921&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study investigated the efficacy of two English literacy interventions for Spanish-dominant bilingual students in Grades 2 through 5. The performance of students tutored under two conditions (n = 45) was compared to that of their non-tutored classmates (n = 39). The two interventions consisted of (a) explicit, systematic instruction in English phonics and word reading along with practice reading decodable text and incidental instruction in vocabulary and comprehension and (b) repeated reading of English text with audio tapes, with vocabulary and comprehension instruction, and with goal-setting and monitoring of student progress. The progress of participants was observed using subtests of the Woodcock Reading Mastery Tests-Revised (WRMT-R) and curriculum-based reading selections. Students in Condition 1, who received explicit instruction in decoding and phonics, made significantly more progress than comparison students in word reading. Growth in word attack and oral reading accuracy appeared to be supported by the tutoring. Students who were tutored in Condition 2 made more rapid gains in oral reading accuracy and fluency than did the comparison students, although the progress of tutored students in these areas was weaker than predicted. Although differences were not statistically significant, tutored students made greater gains than their non-tutored classmates did on the Passage Comprehension subtest of the WRMT-R. This study supports explicit instruction in English phonology for English Language Learners. The optimum balance of explicit instruction and authentic practice for students at different levels of English literacy development should be investigated by future research. There is a need for future study of optimal oral reading fluency levels for students who are learning to read in a second language. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xiii, 220 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 154-164). |