Fourth-Grade Biliteracy: Searching for Instructional Footholds

Autor/in	Huerta, Mary Esther Soto
Titel	Fourth-Grade Biliteracy: Searching for Instructional Footholds
Quelle	In: Journal of Latinos and Education, 9 (2010) 3, S.223-238 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Informal Reading Inventories; Predictor Variables; English (Second Language); Language Proficiency; Second Language Learning; Literacy; Grade 4; Scores; Regression (Statistics); Bilingualism; Teaching Methods; Academic Discourse; Spanish; Reading Comprehension; Mexican Americans; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Spanisch; Leseverstehen; Hispanoamerikaner
Abstract	To examine factors predictive of successful 4th-grade 2nd language reading, I used a hierarchical multiple regression equation that included Texas Assessment of Knowledge and Skills (TAKS) Reading percentile rank as the criterion variable. The equation tested 5 predictor variables: English language proficiency, years of U.S. schooling, and 3 informal reading inventory scores. The full regression equation indicated that the composite predictor variables accounted for 35% of the variance in TAKS Reading percentile rank, English language proficiency and years of U.S. schooling accounted for 25% of the variance, and English language proficiency accounted for 13% of the variance. Pedagogical implications are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10