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Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 92-97). Also available in print.

The Delton Silent Reading Test, Forms A and B, was developed as an alternate test for the Schonell Silent Reading Test which is currently used for screening the reading comprehension of special students. The aim of the Delton Silent Reading Test is to achieve greater consistency in mid-year and mid-program assessments for special students who were originally assessed with the Schonell Silent Reading Test. This study reports the development of the Delton Silent Reading Test and the validation process undertaken to determine the equivalence of content, readability levels, comprehension strategies, questioning strategies and student test scores on the Delton and Schonell tests. Results indicate that there is no significant difference between matched test items on the Delton and Schonell Silent Reading Tests for item content, readability levels and reading and questioning strategies. Results from correlations of student test scores indicated that test scores did not differ significantly. (r=.93,p<.000001) Results of correlations of teacher ratings of students' reading ability and student achievement on the Schonell Silent Reading Tests were inconsistent.(r=.76,r=-.09) / Graduation date: 1994

The purpose of this study was to investigate possible relationships between television viewing habits and the reading achievement of first grade children. Research has been done which links television viewing time and enhanced language acquisition and vocabulary development for the very young child. Other research has shown that if the older child continues to be a heavy television viewer, his academic achievement may actually suffer. Evidence concerning the relationship of television viewing habits and early academic achievement has been limited, however. This study was designed to investigate this relationship.The research sample consisted of eighty first graders in the consolidated school district of a small Midwestern suburban community. The sample was selected from the population of non-retained first graders near the end of the 1979-80 school year. All of the six first grade classrooms in the school system participated. Inclusion of the children in the sample from the total group of first graders was based on returning the completed television survey forms and parental permission slips for release of their test scores. The subjects were predominately from Anglo-American, middle-class families.Three assessment measures were employed in the study. The Otis-Lennon Test of Mental Ability was used to obtain IQ scores, and subtests from the SRA Achievement Series was utilized as the measure of reading achievement. These two standardized tests were administered by the schools as part of their regular testing program. The television survey was the instrument used to measure the television viewing habits of the subjects during a sample week. This instrument was constructed specifically for this investigation.The results of the three measures were analyzed for statistical significance by computing a partial correlation coefficient. Through the use of the partial correlation, the variable of IQ was controlled statistically. Three major null hypotheses, each of which included four null subhypotheses, were tested.Hypothesis 1: There is no relationship between early reading achievement and the amount of entertainment television viewing time, controlling for IQ. Data were analyzed separately for boys and girls and for vocabulary and comprehension achievement. A significant negative relationship was found between the reading comprehension achievement scores of boys and amount of entertainment television viewing. This led to the rejection of subhypothesis 1.2 which stated that there is no relationship between entertainment viewing time and reading comprehension achievement for boys. Other subhypotheses under hypothesis 1 were not rejected.Hypothesis 2: There is no relationship between early reading achievement and the amount of informational television viewing time. Data were analyzed separately for boys and girls and for vocabulary and comprehension achievement. No significant relationships were found, therefore, hypothesis two was not rejected.Hypothesis 3: There is no relationship between early reading achievement and the time spent watching television with a parent. Data were analyzed separately for boys and girls, and for vocabulary and comprehension achievement. A significant negative relationship was found between reading comprehension achievement scores for boys and time spent watching television with a parent. This led to the rejection of subhypothesis 3.2 which stated that there is no relationship between time spent watching television with a parent and reading comprehension achievement for boys. Other subhypotheses under hypothesis three were not rejected.It was concluded that for these boys there is a negative relationship between reading comprehension achievement and entertainment television viewing time which was anticipated. A similar negative relationship with time spent televiewing with a parent was not anticipated. No statistically significant relationships were found between television viewing habits and early reading achievement for girls. No statistically significant relationships were found between informational television viewing time and early reading achievement for either sex. It was recommended that studies be undertaken to further investigate the area of television viewing time as it relates to early reading achievement.

This study applied the method of action research to explore the impacts of reciprocal teaching on junior elementary students¡¦ reading comprehension. The main purposes of the thesis were to understand the students¡¦ learning process of reciprocal teaching, and to discuss their performance on expository text reading comprehension after learning reciprocal teaching, as well as their performance on utilizing reciprocal teaching on reading story texts. The researcher performed reciprocal teaching activities in her class, collecting and analyzing data from ¡§Students¡¦ Learning Record¡¨, ¡§Group Discussion Record¡¨, ¡§Students¡¦ Learning Status Datasheet¡¨, and ¡§Teachers¡¦ Reflective Record¡¨, in order to understand the students¡¦ learning process and alter the teaching activities from time to time according to the students¡¦ learning conditions. At last, the researcher surveyed the reading comprehension results and reading interest development. The findings of the research were: 1The difficulties of junior elementary students¡¦ learning of reciprocal teaching: 1.1They were likely to be confused with ¡§clarifying¡¨ and ¡§questioning¡¨ strategies; 1.2They needed to use written description to help them express themselves verbally; 1.3They needed the teacher¡¦s guide for ¡§summarizing¡¨ and ¡§questioning¡¨ strategies. 2Reciprocal teaching influenced the performance of junior elementary students¡¦ reading comprehension. 3Reciprocal teaching increased junior elementary students¡¦ reading interest. 4Students were able to utilize reciprocal teaching strategies when reading story texts.

The purposes of this study were to explore the effects of reciprocal instruction on EFL reading comprehension and metacognition of the ninth-grade students in junior high school. The researcher employed ¡§ET-RT model¡¨ (explicit teaching before reciprocal teaching). The students received the four strategies before the dialogues started. A quasi-experimental study was used. The research subjects were 68 students of two classes from a junior high school in Kaohsiung City. The experimental group was stratified randomly and received the reciprocal instruction, whereas the control group received the traditional instruction. The experiment was implemented in a 9-week session, 2 times a week, with each time 45 minutes of reciprocal teaching instruction. Before and after the experiment, both groups took the test of English reading comprehension, the questionnaire of reading metacognition and the questionnaire of reciprocal instruction. The data were analyzed by t-test and a one-way ANCOVA. The major findings of the study were as following¡G 1. The reciprocal instruction has significantly immediate and continued effects on English reading comprehension of the ninth-grade students. 2. The reciprocal instruction has significantly immediate and enlarged effects on reading metacognitive capability of the ninth-grade students. 3. Most of the students in the experimental group believed that reciprocal teaching promoted their English reading comprehension and interests of reading.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 80-88).

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 261-310).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.