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Assessing Spanish Oral Language in a...

Berndt, Esther Marie.

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Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention./
Author:	Berndt, Esther Marie.
Description:	173 p.
Notes:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600737
ISBN:	9781339103198

Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention.
Berndt, Esther Marie.

Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention. - 173 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.A.)--Saint Mary's College of California, 2015.

Oral language is an important aspect of literacy development for students who are learning in both the primary and secondary languages in a bilingual setting. Findings from a substantive review of the literature suggested that because young emerging bilingual children have specific learning needs (Goldstein, 2004), it may be beneficial for teachers to use formative assessment of oral language when planning instruction, especially for those falling behind their peers (Romeo, Gentile, & Bernhardt, 2008). The purpose of this action research project was to use a formative assessment of Spanish oral language to guide instruction in an intensive Spanish literacy intervention for the lowest proficiency readers in a bilingual first grade. Both qualitative and quantitative data were collected over a 12-week period for four participants enrolled in individualized literacy instruction. Findings indicated that the formative oral language assessment was useful for guiding individualized instruction and may have supported accelerated growth in Spanish reading.

ISBN: 9781339103198Subjects--Topical Terms:

2122778
Bilingual education.

Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention.
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020 $a 9781339103198
035 $a (MiAaPQ)AAI1600737
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100 1 $a Berndt, Esther Marie. $3 3277523
245 1 0 $a Assessing Spanish Oral Language in an Intensive Spanish First Grade Reading Intervention.
300 $a 173 p.
500 $a Source: Masters Abstracts International, Volume: 55-02.
500 $a Advisers: Ani Moughamian; Marcia Wilson.
502 $a Thesis (M.A.)--Saint Mary's College of California, 2015.
520 $a Oral language is an important aspect of literacy development for students who are learning in both the primary and secondary languages in a bilingual setting. Findings from a substantive review of the literature suggested that because young emerging bilingual children have specific learning needs (Goldstein, 2004), it may be beneficial for teachers to use formative assessment of oral language when planning instruction, especially for those falling behind their peers (Romeo, Gentile, & Bernhardt, 2008). The purpose of this action research project was to use a formative assessment of Spanish oral language to guide instruction in an intensive Spanish literacy intervention for the lowest proficiency readers in a bilingual first grade. Both qualitative and quantitative data were collected over a 12-week period for four participants enrolled in individualized literacy instruction. Findings indicated that the formative oral language assessment was useful for guiding individualized instruction and may have supported accelerated growth in Spanish reading.
590 $a School code: 1567.
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
690 $a 0282
690 $a 0535
690 $a 0279
710 2 $a Saint Mary's College of California. $b School of Education. $3 2095466
773 0 $t Masters Abstracts International $g 55-02(E).
790 $a 1567
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600737