Language Interference and Visual Perception for Native and Puerto Rican Speakers of English in Second Grade.

Autor/in	Golazeski, Clare T.
Institution	Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Titel	Language Interference and Visual Perception for Native and Puerto Rican Speakers of English in Second Grade.
Quelle	(1971), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Master of Education Thesis, Rutgers University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; English (Second Language); Grade 2; Interference (Language); Oral English; Perception Tests; Puerto Ricans; Reading Skills; Second Language Learning; Sex Differences; Visual Perception + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; English as second language; English; Second Language; Englisch als Zweitsprache; School year 02; 2. Schuljahr; Schuljahr 02; Puerto Rican; Puerto-Ricaner; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Sex difference; Geschlechtsunterschied; Visuelle Wahrnehmung
Abstract	This study sought to determine whether language interference would have a significant effect on visual perception and whether the effect would be more noticeable for boys than for girls. For this cross-cultural study, second-grade pupils were employed. One group of 59 resided in Puerto Rico; the second group of 63, in New Jersey. The sample groups were matched in group means in chronological age and reading and spelling grades. In addition to their regular course of elementary school studies, the Puerto Rican children had been instructed in aural-oral English skills for 2 years. Both groups used the manuscript form of writing only. All subjects were administered the Figure and Ground Test from the Holmes-Singer Language Perception Tests, Series E-J, to determine any significant differences in visual perception. The 2 x 2 factorial with unequal n's revealed no statistically significant differences between the two groups. In the ANOVA performed, no significant difference was noted between the performance of boys and girls. Test materials, tables, and a bibliography are included. (Author/AW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01