東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Mainstream teachers' practices and a...

Chen, I-Chun.

FindBook

Google Book

Amazon

博客來

Mainstream teachers' practices and accommodations in prereading instruction for English language learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mainstream teachers' practices and accommodations in prereading instruction for English language learners./
作者:	Chen, I-Chun.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1953.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094285

Mainstream teachers' practices and accommodations in prereading instruction for English language learners.
Chen, I-Chun.

Mainstream teachers' practices and accommodations in prereading instruction for English language learners. - 132 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1953.

Thesis (Ph.D.)--The University of Utah, 2003.

Schema theory informs us that what we learn and experience influences our comprehension of text. Prereading instruction is designed to activate and build on background knowledge and build on this learning and experience before we read a text. Most of the research on schema theory has been done with native speakers in United States public school classrooms. We know little about how mainstream teachers utilize prereading instruction and accommodations for English language learners (ELLs).Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Mainstream teachers' practices and accommodations in prereading instruction for English language learners.
LDR:03308nmm 2200337 4500 001 1866074
005 20041220114120.5
008 130614s2003 eng d
035 $a (UnM)AAI3094285
035 $a AAI3094285
040 $a UnM $c UnM
100 1 $a Chen, I-Chun. $3 1681919
245 1 0 $a Mainstream teachers' practices and accommodations in prereading instruction for English language learners.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1953.
500 $a Adviser: Janice Dole.
502 $a Thesis (Ph.D.)--The University of Utah, 2003.
520 $a Schema theory informs us that what we learn and experience influences our comprehension of text. Prereading instruction is designed to activate and build on background knowledge and build on this learning and experience before we read a text. Most of the research on schema theory has been done with native speakers in United States public school classrooms. We know little about how mainstream teachers utilize prereading instruction and accommodations for English language learners (ELLs).
520 $a The observational study investigated teachers' practices and accommodations of prereading instruction in primary-grade mainstream classrooms with moderate percentages of ELLs. Two primary-grade teachers in a suburb of a city in the mountain states participated in the study. Multiple data sources were gathered, including direct observations, lesson audiotape, interviews, and reading text.
520 $a Findings from this study revealed that these effective teachers used seven main types of prereading instruction, including a variety of prereading instruction. Data analysis revealed that these two teachers activated and built upon students' background knowledge prior to reading by primarily making connections between the text and student experiences. The second most frequent prereading instructional practice was to help set a purpose for reading.
520 $a Teachers in this study made several more generic accommodations for their ELLs than specific accommodations. Observed generic accommodations included bringing realia, visual aids, and objects for the reading lesson. Only one incident of a specific L2 language accommodation for ELLs was observed.
520 $a Teachers in this study acknowledged that vocabulary and comprehension instruction for all learners were important but especially critical for ELLs. They were constantly struggling to help their ELLs catch up. ELLs not only need specific accommodations in English but also must construct content knowledge.
520 $a These research results provide insight into documenting the specific prereading instruction used by practicing teachers, particularly practices relating to activating and building students' background knowledge and setting a purpose for reading. While teachers in this study used effective generic accommodations for ELLs, they made almost no specific ELL language accommodations for ELLs.
590 $a School code: 0240.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0727
690 $a 0282
690 $a 0518
710 2 0 $a The University of Utah. $3 1017410
773 0 $t Dissertation Abstracts International $g 64-06A.
790 1 0 $a Dole, Janice, $e advisor
790 $a 0240
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3094285