Shared reading is a common practice in preschool classrooms and is purported to develop oral lang... more Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. This study compares the practices of four preschool teachers while reading aloud a common text. Findings suggest that the shared reading experience differs significantly from classroom to classroom in key dimensions. Implications suggest that more effective means of professional development are needed to maximize learning during shared reading events.
Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism a... more Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism and biliteracy. This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELs.) at the elementary level in a public-school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELs., 73 native English speakers) and 378 students were enrolled in a traditional setting (225 ELs., 153 native English speakers). A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual languages and of English-only students with no statistically significant effect found. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores, and statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests. The results of this study support that bilingual instruction through a 50:50 Dual Language Model contributes to positive academic results in the areas of reading achievement and language acquisition for students at the elementary level. The researchers also found that dual language instruction is appropriate for both male and female students as differences in gender do not play a significant role in the reading achievement or English language acquisition of elementary age students participating in the dual-language program.
Shared reading is a common practice in preschool classrooms and is purported to develop oral lang... more Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. This study compares the practices of four preschool teachers while reading aloud a common text. Findings suggest that the shared reading experience differs significantly from classroom to classroom in key dimensions. Implications suggest that more effective means of professional development are needed to maximize learning during shared reading events.
Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism a... more Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism and biliteracy. This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELs.) at the elementary level in a public-school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELs., 73 native English speakers) and 378 students were enrolled in a traditional setting (225 ELs., 153 native English speakers). A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual languages and of English-only students with no statistically significant effect found. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores, and statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests. The results of this study support that bilingual instruction through a 50:50 Dual Language Model contributes to positive academic results in the areas of reading achievement and language acquisition for students at the elementary level. The researchers also found that dual language instruction is appropriate for both male and female students as differences in gender do not play a significant role in the reading achievement or English language acquisition of elementary age students participating in the dual-language program.
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