Literaturnachweis - Detailanzeige
Autor/inn/en | Ivey, Gay; Broaddus, Karen |
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Titel | A Formative Experiment Investigating Literacy Engagement among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English |
Quelle | In: Reading Research Quarterly, 42 (2007) 4, S.512-545 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0553 |
DOI | 10.1598/RRQ.42.4.4 |
Schlagwörter | Reading Materials; Intervention; English (Second Language); Reading Instruction; Hispanic American Students; Spanish Speaking; Second Language Learning; Adolescents; Teaching Methods; Reading Motivation; Educational Environment; Culturally Relevant Education; Teacher Qualifications; Grade 7; Grade 8; Writing Instruction; Formative Evaluation English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Lesemotivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrqualifikation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schreibunterricht |
Abstract | The overarching pedagogical goal of this formative experiment was to facilitate engaged reading and writing in a language arts classroom of seventh- and eighth-grade native Spanish speakers who were assigned to a team composed solely of second-language learners for the entire school year. Fourteen students participated in the study. An intervention was designed to emphasize (a) self-selected reading and (b) whole-class and small-group teacher-directed reading and writing on high-interest topics. Initial assessments of literacy and the use of accessible and culturally diverse reading materials were keys to the instruction. Modifications to the intervention for the whole class are explained and highlighted through the experiences of students. Changes in the instructional environment were noted, and unanticipated effects related to student compliance are described. The results and discussion address the challenges of assessing literacy among second-language learners and the importance of teacher expertise. (Contains 4 tables.) (Author). |
Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |