A Study of Reading Skills among English as a Second Language Learners. Technical Report No. 471.

Autor/in	Connor, Ulla
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	A Study of Reading Skills among English as a Second Language Learners. Technical Report No. 471.
Quelle	(1978), (265 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cultural Influences; Doctoral Dissertations; Elementary Secondary Education; English (Second Language); Listening Comprehension; Questionnaires; Reading Comprehension; Reading Research; Reading Skills; Second Language Learning; Socioeconomic Influences; Word Recognition + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Fragebogen; Leseverstehen; Leseforschung; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Sozioökonomischer Faktor; Worterkennung
Abstract	Ninety-one English-as-a-second-language (ESL) students in grades two through twelve and 781 native English-speaking students in grades two, four, and six participated in a study to examine the relationships among word identification, reading comprehension, and listening comprehension of ESL students and to compare word identification and reading comprehension skills of ESL and native English-speaking students. The study also sought to determine the effects of certain individual and socioeconomic variables on ESL students' reading comprehension. The findings revealed that native speakers performed significantly better than ESL students on the word identification tasks, and that there was a positive correlation between ESL learners' reading and listening skills. No association was shown between ESL students' first-language background and their performance on word identification tasks, nor was the ability to read in English affected by reading skills in the first language or by its structure. Clear patterns were evident among the ESL students' reading performance and language background, length of residence in the United States, amount of English spoken at home, and amount of television watched. However, no pattern appeared between the ESL students' reading performance and their sex, sibling position, amount of ESL instruction, or socioeconomic status. (Appendixes include tests, passages and questions, questionnaires, and parent permission letters and forms used in the study.) (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01