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Improving the reading fluency of ele...

The University of Wisconsin - Madison.

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Improving the reading fluency of elementary Latino English language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Improving the reading fluency of elementary Latino English language learners./
Author:	Allen-DeBoer, Robyn A.
Description:	157 p.
Notes:	Adviser: Kimber W. Malmgren.
Contained By:	Dissertation Abstracts International69-09A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327971
ISBN:	9780549799634

Improving the reading fluency of elementary Latino English language learners.
Allen-DeBoer, Robyn A.

Improving the reading fluency of elementary Latino English language learners. - 157 p.

Adviser: Kimber W. Malmgren.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.

As the largest segment of English language learners in the United States, Latino elementary English language learners have the greatest likelihood of developing reading difficulties. When reading difficulties are not remediated in elementary school there is a strong probability students will never catch up to their same age peers. This study implemented a reading intervention in an effort to determine an approach to stop the negative reading trajectory of elementary Latino English language learners by increasing their oral reading fluency rate. Fourth and fifth-graders were the target population of this study. Participants were determined as fourth and fifth-graders testing below the 50th percentile in oral reading fluency and with an English language proficiency level of 3 according to the Wisconsin Department of Public Instruction. Participants were also required to test into Corrective Reading. Three Latino males were the participants for this study; all read at the 10th percentile for oral reading fluency and came from homes where Spanish was the dominant language. A single-case multiple baseline design was used to study the effects of a modified Corrective Reading program on the oral reading fluency of the three participants Modifications to the Corrective Reading program included the use of Spanish cognates, provision of visual aids, review of vocabulary for meaning, immediate review of vocabulary errors for meaning, and the use of gestures. Underlying this study was LaBerge and Samuels (1974) Theory of Automaticity. The intervention was implemented 3 days per week for 10 weeks for 40 minutes per day. The study took place in an urban Midwestern after-school setting where 48% of the youth were Latino. Fluency scores increased an average of 26% across participants. The pre- post-test results of the WMLS-R indicated considerable increases in Spanish and English reading and passage comprehension.

ISBN: 9780549799634Subjects--Topical Terms:

1017790
Education, Reading.

Improving the reading fluency of elementary Latino English language learners.
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020 $a 9780549799634
035 $a (UMI)AAI3327971
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100 1 $a Allen-DeBoer, Robyn A. $3 1026427
245 1 0 $a Improving the reading fluency of elementary Latino English language learners.
300 $a 157 p.
500 $a Adviser: Kimber W. Malmgren.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3503.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2008.
520 $a As the largest segment of English language learners in the United States, Latino elementary English language learners have the greatest likelihood of developing reading difficulties. When reading difficulties are not remediated in elementary school there is a strong probability students will never catch up to their same age peers. This study implemented a reading intervention in an effort to determine an approach to stop the negative reading trajectory of elementary Latino English language learners by increasing their oral reading fluency rate. Fourth and fifth-graders were the target population of this study. Participants were determined as fourth and fifth-graders testing below the 50th percentile in oral reading fluency and with an English language proficiency level of 3 according to the Wisconsin Department of Public Instruction. Participants were also required to test into Corrective Reading. Three Latino males were the participants for this study; all read at the 10th percentile for oral reading fluency and came from homes where Spanish was the dominant language. A single-case multiple baseline design was used to study the effects of a modified Corrective Reading program on the oral reading fluency of the three participants Modifications to the Corrective Reading program included the use of Spanish cognates, provision of visual aids, review of vocabulary for meaning, immediate review of vocabulary errors for meaning, and the use of gestures. Underlying this study was LaBerge and Samuels (1974) Theory of Automaticity. The intervention was implemented 3 days per week for 10 weeks for 40 minutes per day. The study took place in an urban Midwestern after-school setting where 48% of the youth were Latino. Fluency scores increased an average of 26% across participants. The pre- post-test results of the WMLS-R indicated considerable increases in Spanish and English reading and passage comprehension.
590 $a School code: 0262.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Special. $3 606639
650 4 $a Hispanic American Studies. $3 1017793
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710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 69-09A.
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791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327971