東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Capturing the diversity of English l...

Gilbert, Carolyn Anne.

Linked to FindBook

Google Book

Amazon

博客來

Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement./
Author:	Gilbert, Carolyn Anne.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3745555
ISBN:	9781339385471

Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement.
Gilbert, Carolyn Anne.

Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement. - 111 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.

English language learners (ELLs) are diverse individuals with various cultural and linguistic backgrounds. Unlike native English speakers, they do not all share a common language. Additionally, ELL students were not all born in the same country and most have not spent the same number of years attending U.S. schools. ELL students are a heterogeneous group, but the current research does not sufficiently appreciate and recognize those differences. Examining the diversity of ELL students, by incorporating contextual variables with limited sample sizes, was accomplished by using a hierarchical linear modeling approach. The results showed that students classified as LEP in fourth grade demonstrated lower initial mean scores in both math and reading than did exited LEP students. Students in both the Asian and Austro-Asiatic native language groups demonstrated higher math and reading scores at initial status compared to students in the Spanish native language group. The number of years attending U.S. schools impacted math and reading. Students born in the U.S. or Canada demonstrated higher math scores in 4th grade than did students in the Mexico/Central America/South America/Caribbean country of birth group.

ISBN: 9781339385471Subjects--Topical Terms:

516208
English as a second language.

Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement.
LDR:02406nmm a2200301 4500 001 2074073
005 20160927021521.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339385471
035 $a (MiAaPQ)AAI3745555
035 $a AAI3745555
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gilbert, Carolyn Anne. $3 3189377
245 1 0 $a Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement.
300 $a 111 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: John T. Willse.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.
520 $a English language learners (ELLs) are diverse individuals with various cultural and linguistic backgrounds. Unlike native English speakers, they do not all share a common language. Additionally, ELL students were not all born in the same country and most have not spent the same number of years attending U.S. schools. ELL students are a heterogeneous group, but the current research does not sufficiently appreciate and recognize those differences. Examining the diversity of ELL students, by incorporating contextual variables with limited sample sizes, was accomplished by using a hierarchical linear modeling approach. The results showed that students classified as LEP in fourth grade demonstrated lower initial mean scores in both math and reading than did exited LEP students. Students in both the Asian and Austro-Asiatic native language groups demonstrated higher math and reading scores at initial status compared to students in the Spanish native language group. The number of years attending U.S. schools impacted math and reading. Students born in the U.S. or Canada demonstrated higher math scores in 4th grade than did students in the Mexico/Central America/South America/Caribbean country of birth group.
520 $a These findings have implications for both future research and practice in terms of methodological choices and database management to emphasize and address the academic needs of ELL students.
590 $a School code: 0154.
650 4 $a English as a second language. $3 516208
650 4 $a Reading instruction. $3 2122756
650 4 $a Mathematics education. $3 641129
690 $a 0441
690 $a 0535
690 $a 0280
710 2 $a The University of North Carolina at Greensboro. $b School of Education: Educational Research Methodology. $3 1022791
773 0 $t Dissertation Abstracts International $g 77-06A(E).
790 $a 0154
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3745555