Hearing books read in the first language : its association with reading achievement in the second language
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".