Book Access and Rereading with Audiotapes: Extending Literacy Learning into the Homes of Culturally and Linguistically Diverse Students. Reading Research Report No. 75.

Autor/inn/en	Koskinen, Patricia S.; und weitere
Institution	National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Titel	Book Access and Rereading with Audiotapes: Extending Literacy Learning into the Homes of Culturally and Linguistically Diverse Students. Reading Research Report No. 75.
Quelle	(1997), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; English Instruction; Parent Participation; Program Effectiveness; Reading Achievement; Reading Motivation; Reading Research; Second Language Learning; Talking Books + Suchen Sie Ihr Suchwort? Elementarunterricht; English langauage lessons; Englischunterricht; Elternmitwirkung; Leseleistung; Lesemotivation; Leseforschung; Zweitsprachenerwerb
Abstract	With the rapidly increasing number of second-language learners in elementary school classrooms and the difficulty they are experiencing in learning to read, educators need to create literacy programs that are appropriate for children who speak English as a second language (ESL) as well as native English-speaking (NES) students. There is also a need to support literacy instruction in other contexts, especially in the home. A study investigated whether rereading at home is a significant supplement to the literacy instructional program of ESL and NES students. Of specific interest was exploring the impact of increased access to books and rereading with an audio model in children's reading achievement and motivation. For a 7-month period, 131 first graders in 12 classrooms participated in 1 of 3 treatment groups: (1) structured shared reading at school in a book-rich environment and daily rereading of books with audiotapes at home; (2) structured shared reading at school in a book-rich environment; or (3) unmodified school reading. Results revealed enhanced comprehension and motivation for book-rich classrooms both with and without a home component. In addition, whereas home-based reading with audio support increased many students' reading interest and promoted parental involvement in literacy activities, it appeared to have particular benefits for second-language learners. (Contains 63 references and 8 tables of data. An appendix lists books used in the school-home reading projects.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC