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Repeated Reading with and without Vo...

Brandes, Dana Rose.

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Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners./
Author:	Brandes, Dana Rose.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3727800
ISBN:	9781339130217

Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
Brandes, Dana Rose.

Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners. - 194 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2015.

This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.

ISBN: 9781339130217Subjects--Topical Terms:

517650
Educational psychology.

Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
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100 1 $a Brandes, Dana Rose. $3 3194570
245 1 0 $a Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Kristen McMaster.
502 $a Thesis (Ph.D.)--University of Minnesota, 2015.
520 $a This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.
590 $a School code: 0130.
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650 4 $a Foreign language education. $3 3172512
650 4 $a Linguistics. $3 524476
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
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710 2 $a University of Minnesota. $b Educational Psychology. $3 1023204
773 0 $t Dissertation Abstracts International $g 77-03A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3727800