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Cognate Academic Vocabulary and Rule...

Esquivel, Johanna.

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Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning./
作者:	Esquivel, Johanna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10983787
ISBN:	9780438341180

Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning.
Esquivel, Johanna.

Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 124 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2018.

The purpose of this study was to examine fourth-grade English-Spanish bilingual students' ability to recognize and transfer knowledge of cognate word ending rules from English to Spanish and from Spanish to English. Cognate transformational word ending rules are strategies for tapping into the students' linguistic background and for opening windows into language and literacy learning.

ISBN: 9780438341180Subjects--Topical Terms:

2122778
Bilingual education.

Cognate Academic Vocabulary and Rules: A Window to Literacy and Language Learning.
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300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Anita Hernandez.
502 $a Thesis (Ph.D.)--New Mexico State University, 2018.
520 $a The purpose of this study was to examine fourth-grade English-Spanish bilingual students' ability to recognize and transfer knowledge of cognate word ending rules from English to Spanish and from Spanish to English. Cognate transformational word ending rules are strategies for tapping into the students' linguistic background and for opening windows into language and literacy learning.
520 $a This three-week quantitative research study was a between-subjects study formed by an experimental and a control group. The present study had a 12-day cognate vocabulary intervention where the experimental group received the instruction of 72 English-Spanish cognate vocabulary words and their respective 18 transformational cognate word ending rules. Whereas the control group was presented with the same 72 English-Spanish cognate vocabulary words, but without the explicit instruction of the 18 transformational cognate word ending rules. Daily assessments and a posttest were administered to both groups in order to collect data, which was analyzed using 2 X 4 two-factor ANOVA with repeated measures on one factor analysis repeated measures analysis. The results showed that the experimental group who received the explicit instruction of English-Spanish cognate word endings outperformed the control group who did not receive the explicit instruction of the cognate word endings.
520 $a Keywords: cognate word endings, cognate academic vocabulary, bilingual students, dual language classrooms.
590 $a School code: 0143.
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