東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Effects of Reading Strategies and th...

Ramirez, Helen Marie.

Linked to FindBook

Google Book

Amazon

博客來

Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement./
Author:	Ramirez, Helen Marie.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3466304
ISBN:	9781124793146

Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement.
Ramirez, Helen Marie.

Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement. - 160 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--Walden University, 2011.

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the present study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = .04, d = .36), and between the pretest and the delayed posttest (t(114), p = .03, d = .51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.

ISBN: 9781124793146Subjects--Topical Terms:

1018115
Education, Language and Literature.

Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement.
LDR:02759nam 2200313 4500 001 1399486
005 20110926101118.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124793146
035 $a (UMI)AAI3466304
035 $a AAI3466304
040 $a UMI $c UMI
100 1 $a Ramirez, Helen Marie. $3 1678467
245 1 0 $a Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Don Jones.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the present study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = .04, d = .36), and between the pretest and the delayed posttest (t(114), p = .03, d = .51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.
590 $a School code: 0543.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Reading. $3 1017790
690 $a 0279
690 $a 0444
690 $a 0535
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Jones, Don, $e advisor
790 1 0 $a Cook, James $e committee member
790 1 0 $a Miller, Heather $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3466304