Reading Development and Achievement of 4th-Grade Hmong Students

Autor/inn/en	Mahowald, Megan; Loughnane, Megan
Titel	Reading Development and Achievement of 4th-Grade Hmong Students
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1107155
Schlagwörter	Grade 4; Reading Achievement; Reading Improvement; Reading Tests; Mixed Methods Research; Standardized Tests; Case Studies; Classroom Observation Techniques; Interviews; Oral Language; Asian American Students; English Language Learners; English (Second Language); Student Motivation; Language Acquisition; Hmong People; Sino Tibetan Languages; Test for Auditory Comprehension of Language + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Standadised tests; Standardisierter Test; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Oral interpretation; Mündlicher Sprachgebrauch; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Sprachaneignung; Spracherwerb
Abstract	Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the reading achievement of 4th-grade Hmong students through a quantitative analysis of standardized reading assessment scores; additionally, the researchers utilize a case study method to describe reading achievement in a classroom setting by studying cases of grade-level (achieving readers) and below-grade-level (struggling) readers. A protocol including reading and oral language assessment, interviews, and classroom observations is used to describe students' skills. The data were analyzed at the group level (collective case study) to describe patterns of achievement and at the individual level to create profiles of reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01