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 listening comprehension v...

Solari, Emily J.

Linked to FindBook

Google Book

Amazon

博客來

Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners./
Author:	Solari, Emily J.
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4513.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245937

Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners.
Solari, Emily J.

Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners. - 199 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4513.

Thesis (Ph.D.)--University of California, Santa Barbara, 2006.

This study investigated three instructional conditions on precursors to successful reading for Spanish-speaking English Learners (EL) within a Response to Intervention (RTI) framework. This study had three main purposes. First, to evaluate intensive pre-referral instruction that included precursors to both reading decoding (phonological awareness and alphabet knowledge) and reading comprehension (listening comprehension). Second, to investigate RTI as an identification tool for Spanish-Speaking EL. Third, to investigate listening comprehension instruction within the framework of RTI and to determine if academic skills and cognitive processes can accurately predict responsiveness to intervention. Although a large body of scientific evidence now exists to support early instruction to prevent reading disabilities, this literature largely focuses almost exclusively on early acquisition of word reading skills (McCardle, Scarborough, & Catts, 2001; Torgesen, 2002). Virtually no literature exists that similarly demonstrates effective early interventions for EL that specifically target later reading comprehension. This study entails a randomized, alternate treatment control group experiment to test effects of intensive instruction that targets specific precursors to reading decoding and reading comprehension in a sample of EL (n=81) who may be at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three different instructional interventions. The two experimental intervention groups received listening comprehension (LC) and phonological awareness (PA) instruction titrated by different doses of listening comprehension instruction, creating a LC concentration group and a PA Concentration group. The treatment control group received only phonological awareness instruction. The results indicate that (1) students in the LC concentration group outperformed students in the other two intervention groups on most dependent variables, (2) At-Risk students in the listening comprehension group outperformed At-Risk students in the other two intervention groups on all dependent measures, (3) working memory predicted response to intervention above and beyond the influence of pretest scores for most dependent variables: late phonological awareness, word decoding and listening comprehension, (4) approximately 5% of students were classified as treatment resisters after eight weeks of intervention.Subjects--Topical Terms:

1017530
Education, Early Childhood.

Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners.
LDR:03473nmm 2200289 4500 001 1829101
005 20071106080126.5
008 130610s2006 eng d
035 $a (UMI)AAI3245937
035 $a AAI3245937
040 $a UMI $c UMI
100 1 $a Solari, Emily J. $3 1917970
245 1 0 $a Effects of listening comprehension versus phonological awareness interventions for kindergarten English learners.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4513.
500 $a Adviser: Michael Gerber.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2006.
520 $a This study investigated three instructional conditions on precursors to successful reading for Spanish-speaking English Learners (EL) within a Response to Intervention (RTI) framework. This study had three main purposes. First, to evaluate intensive pre-referral instruction that included precursors to both reading decoding (phonological awareness and alphabet knowledge) and reading comprehension (listening comprehension). Second, to investigate RTI as an identification tool for Spanish-Speaking EL. Third, to investigate listening comprehension instruction within the framework of RTI and to determine if academic skills and cognitive processes can accurately predict responsiveness to intervention. Although a large body of scientific evidence now exists to support early instruction to prevent reading disabilities, this literature largely focuses almost exclusively on early acquisition of word reading skills (McCardle, Scarborough, & Catts, 2001; Torgesen, 2002). Virtually no literature exists that similarly demonstrates effective early interventions for EL that specifically target later reading comprehension. This study entails a randomized, alternate treatment control group experiment to test effects of intensive instruction that targets specific precursors to reading decoding and reading comprehension in a sample of EL (n=81) who may be at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three different instructional interventions. The two experimental intervention groups received listening comprehension (LC) and phonological awareness (PA) instruction titrated by different doses of listening comprehension instruction, creating a LC concentration group and a PA Concentration group. The treatment control group received only phonological awareness instruction. The results indicate that (1) students in the LC concentration group outperformed students in the other two intervention groups on most dependent variables, (2) At-Risk students in the listening comprehension group outperformed At-Risk students in the other two intervention groups on all dependent measures, (3) working memory predicted response to intervention above and beyond the influence of pretest scores for most dependent variables: late phonological awareness, word decoding and listening comprehension, (4) approximately 5% of students were classified as treatment resisters after eight weeks of intervention.
590 $a School code: 0035.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Special. $3 606639
650 4 $a Education, Reading. $3 1017790
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0518
690 $a 0529
690 $a 0535
690 $a 0737
710 2 0 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 67-12A.
790 1 0 $a Gerber, Michael, $e advisor
790 $a 0035
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245937