| 2 |
THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teaching Sight-Reading to Undergraduate Choral Ensemble Singers: Lessons from Successful Learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Comparing Second Language Learners' Sensitivity to Arabic Derivational and Inflectional Morphology at the Lexical and Sentence Levels
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Engagement as a Mediator of the Associations Among Expectancies and Values for Reading and Reading Outcomes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Strategy and bias in comprehension of multiple texts: How do readers with topic beliefs use strategies when reading controversial documents?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
THE ROLE OF READING COMPREHENSION IN LARGE-SCALE SUBJECT-MATTER ASSESSMENTS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The Malleability of Cognitive Control and its Effects on Language Skills
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Reading Comprehension and its Assessment : Aligning Operationalization with Conceptualization of the Construct
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION
|
|
|
|
Abstract:
Researchers have examined the relationships between teachers' preparation, educational attainment, and teaching experience and the overall academic achievement of their students. However, little attention has been given to the relationships between these variables and the achievement of language minority learners (LMLs) in mainstream classrooms. Likewise, though researchers have measured teachers' beliefs and attitudes related to the inclusion and instruction of LML students, researchers have yet to address how these teachers' beliefs and attitudes might relate to LML students' academic achievement. This study was designed to examine relationships between teachers' preparation, teaching experience, educational attainment, and beliefs and attitudes and the achievement of LMLs in the areas of vocabulary knowledge and reading comprehension. Participants in the study were LML students in grades 3-5 (n=173) and mainstream classroom teachers (n=51) from three schools from in the Mid-Atlantic region and three schools from the Northeastern region of the United States. Students were assessed at the beginning and end of the 2010-2011 school year using the Passage Comprehension and Vocabulary subtests of the Woodcock-Muñoz Language Survey-Revised (Woodcock et al., 2005). In the spring of 2011, teachers were asked to complete a survey designed to collect information related to their backgrounds, beliefs, and attitudes. I used ordinary least squares regression with robust standard errors to explore relationships between students' outcomes and teachers' backgrounds, beliefs, and attitudes. The results indicated that teachers' level of teaching experience was significantly and positively related to their LML students' achievement in vocabulary knowledge. I found that teachers' level of preparation for working with LML students and their attitudes toward the inclusion of LML students in their classrooms were significantly and positively related to their LML students' achievement in reading comprehension. I also found a significant, negative relationship between teachers' beliefs about school support and their LML students' outcomes on the measure of vocabulary knowledge. These findings suggest that teachers' backgrounds, beliefs, and attitudes related to the inclusion and instruction of LML students may in fact influence their LML students' academic achievement. Additionally, these findings provide insight into the complex relationships between mainstream classroom teachers, LML students, and students' academic outcomes.
|
|
Keyword:
Education; ELL; English as a second language; Language minority learners; Literacy; Reading Comprehension; Reading instruction; Teacher beliefs; Vocabulary
|
|
URL: http://hdl.handle.net/1903/13153
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
