A Comparison of Reading Vocabulary and Reading Comprehension Skills between Bilingual and Monolingual Czech-American Students.

Autor/in	Holick, Robert J.
Titel	A Comparison of Reading Vocabulary and Reading Comprehension Skills between Bilingual and Monolingual Czech-American Students.
Quelle	(1976), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Bilingual Students; Elementary Education; Grade 5; Grade 6; Grade 7; Intelligence; Monolingualism; Reading Ability; Reading Achievement; Reading Comprehension; Reading Research; Second Languages; Sex Differences; Slavic Languages; Socioeconomic Status; Vocabulary Skills + Suchen Sie Ihr Suchwort? Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Intelligenz; Klugheit; Reading competence; Lesekompetenz; Leseleistung; Leseverstehen; Leseforschung; Second language; Zweitsprache; Sex difference; Geschlechtsunterschied; Slawische Sprache; Socio-economic status; Sozioökonomischer Status; Aktiver Wortschatz
Abstract	Differences in reading achievement of bilingual and monolingual groups of fifth, sixth, and seventh graders were investigated in several Texas schools where the Czech-American culture was significant. Sixty-three bilingual students were compared with monolingual students who had Czech surnames or Czech-American backgrounds, on the basis of chronological age, grade level, socioeconomic status, sex, intelligence, and reading achievement. Examined were differences among vocabulary, reading comprehension, total reading scores, sex as a factor in total reading scores at the three grade levels, and the correlation between total reading achievement and socioeconomic status. Results indicated that, although no appreciable difference existed between the monolinguals and bilinguals, a difference did exist between the sexes, in vocabulary, comprehension, and total reading. Socioeconomic status was found to be significantly correlated with reading ability. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01