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The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance./
Author:	Celoni, Justine J.
Description:	1 online resource (92 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9780355394436

The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance.
Celoni, Justine J.

The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance. - 1 online resource (92 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Oklahoma State University, 2017.

Includes bibliographical references

There has been an increase of students whose first language is not English. In fact, Dominguez de Ramirez and Shapiro (2006) found that 78% of students whom are ELL and in special education are Spanish-speaking in grades K-12. This increases the demand for high quality interventions to address the needs of these students within the schools resources. Previous research by Vaughn et al. (2006), has suggested that an increasing number of students cannot read in their native language and conducted a building block assessments in English and Spanish and measured English and Spanish Reading Fluency. The current study investigated the effects of instructional language on acquiring sight words and fluency skills to generalize over to a reading comprehension skill in English to provide support for Vaughn et al. (2006). Drill flashcard interventions were conducted in Powerpoint formant to address the limited time and resources of teachers. Students were randomly assigned to one of two treatment conditions: English-only or Bilingual. The findings of the current study did not provide sufficient evidence to support bilingual intervention over English only intervention on generalized English reading skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355394436Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance.
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245 1 4 $a The Effects of Paired Bilingual and English-Only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Gary J. Duhon.
502 $a Thesis (Ph.D.)--Oklahoma State University, 2017.
504 $a Includes bibliographical references
520 $a There has been an increase of students whose first language is not English. In fact, Dominguez de Ramirez and Shapiro (2006) found that 78% of students whom are ELL and in special education are Spanish-speaking in grades K-12. This increases the demand for high quality interventions to address the needs of these students within the schools resources. Previous research by Vaughn et al. (2006), has suggested that an increasing number of students cannot read in their native language and conducted a building block assessments in English and Spanish and measured English and Spanish Reading Fluency. The current study investigated the effects of instructional language on acquiring sight words and fluency skills to generalize over to a reading comprehension skill in English to provide support for Vaughn et al. (2006). Drill flashcard interventions were conducted in Powerpoint formant to address the limited time and resources of teachers. Students were randomly assigned to one of two treatment conditions: English-only or Bilingual. The findings of the current study did not provide sufficient evidence to support bilingual intervention over English only intervention on generalized English reading skills.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Bilingual education. $3 1148431
650 4 $a Behavioral psychology. $3 1179418
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