Factors That Influence Reading Acquisition in L2 English for Students in Bangalore, India

Autor/inn/en	Shenoy, Sunaina; Wagner, Richard K.; Rao, Nisha M.
Titel	Factors That Influence Reading Acquisition in L2 English for Students in Bangalore, India
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 7, S.1809-1838 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10047-z
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Elementary School Students; Prediction; Grade 1; Grade 3; Grade 5; Elementary School Teachers; Indians; Foreign Countries; Native Language; Language Proficiency; Emergent Literacy; Reading Fluency; Curriculum Based Assessment; Scores; Reading Tests; Longitudinal Studies; Institutional Characteristics; Oral Language; Teaching Methods; Reading Instruction; Language of Instruction; Reading Skills; Private Schools; Tuition; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Vorhersage; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inder; Ausland; Language skill; Language skills; Sprachkompetenz; Frühleseunterricht; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Teaching language; Unterrichtssprache; Reading skill; Lesefertigkeit; Private school; Privatschule; Unterweisung; Unterricht
Abstract	This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their students' reading abilities. We report on Phase 1 of a longitudinal study that included three phases of data collection. Participants included 1003 students in Grades 1, 3 and 5, and 50 teachers. Both quantitative and qualitative data were collected. Results indicated that students in low-cost schools struggled on all reading measures throughout elementary school; students in middle-cost schools had below average to average scores on reading measures; and students from high-cost schools had average to above average scores on all measures. Moreover, factors like oral language proficiency in English, socio-economic status, school and curriculum increased in their significance in predicting reading as students progressed through elementary grades. Teacher data suggested that the reading goals and instructional strategies varied considerably across schools. Implications for reading instruction and practice within the Indian context will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01