Hearing books read in the first language : its association with reading achievement in the second language
Notice bibliographique
Résumé
The purpose of this study was to answer the question, "Does reading books to E.S.L. students in their first language have a greater association with gains in reading achievement than reading books to E.S.L. students in their second language?" Another purpose of the study was to determine whether reading stories to children in Chinese is associated with first language borrowing habits, and whether a teacher's attitude toward First Language Collections influences children's borrowing of first language books. A research design was developed that consisted of one independent variable and two dependent variables. The independent variable, hearing stories read, consisted of Treatment 1, hearing stories read in Chinese; Treatment 2, hearing stories read in English, and Treatment 3, hearing no stories read (control group) . The dependent variables were: 1) reading achievement as measured by the Gates-MacGinitie Reading Test Level A, forms 1 and 2, Canadian edition, 1980; and 2) the number of Chinese books borrowed by students. The study was carried out with 39 students, ages 9 to 12, at a school located in the core of Vancouver's Chinese community. The treatment took place during two 40 minute periods a week for a duration of three months. Two one-tailed T-tests were applied to the data, firstly to test for a significant difference in reading achievement between the means of the three groups, and secondly to test for a significant difference between the pretest and posttest means within each group. ANOVAS were applied to test for a significant difference between the three groups in borrowing habits, and to test for a difference in borrowing habits between the two classes. All three groups—the group hearing Chinese stories, the group hearing English stories and the control group made significant gains in reading achievement (p < .05). The group hearing Chinese stories did not make greater gains in reading achievement than the group hearing English stories. There was no significant difference between the gains in any of the three groups. There was no significant difference between the borrowing habits of the three groups. There was, however, a significant difference (p < .05) between the number of books borrowed by class. Because one teacher held negative attitudes towards first language books, this strongly suggests that a teacher's attitude toward first language books has a profound effect on the first language borrowing habits of students. This study adds important information to the debate on how schools should respond to the cultural and linguistic diversity of their students. The students hearing Chinese stories learned English equally as well as those hearing English stories, and had the added advantage of being exposed, in a school setting, to their own culture.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».