Thesis advisor: C. Patrick Proctor / The role of immigrant generation status on Latinos' English language development has not received much attention. Empirical studies (Bean & Stevens, 2003) and descriptive data (Fry & Passal, 2009), suggest an intergenerational shift from Spanish to English, such that the first generation primarily speaks Spanish, the second generation speaks both Spanish and English, and the third generation primarily speaks English. Indeed, this intergenerational shift suggests the important role of immigrant generation status in the language and reading comprehension development of bilingual Latinos. If first generation students are more likely to be Spanish dominant, arguably their English language and reading development are likely to be distinctive from their American born peers. Logically, this would suggest a lockstep intergenerational improvement such that second and third generation peers would significantly outperform the first generation in English language and reading. To address this role of immigrant status in the English language and reading development among Latino bilinguals, this dissertation is divided into two studies. The first study was guided by a component view of reading within the context of the immigrant paradox. The second study was concerned with the role of immigrant generation status on the linguistic interdependence (Cummins, 1979) between Spanish language, English language, and English reading comprehension. Both studies utilized multi-level growth modeling to develop longitudinal growth trajectories of English language and reading development. Results indicated that Latino children's English language and reading comprehension performance increased over time. For Study 1, significant effects for generation status suggested a Generation 2 and Generation 3 advantage. For Study 2, significant effects for generation status and Spanish language on the English language growth trajectories provide evidence for paradoxical immigrant generation status trends and cross-language transfer. Both studies emphasize the need for educators to be cognizant of linguistic differences within the bilingual population - particularly for newcomers and students who are less likely to speak English. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.

No description available.

I denna studie behandlas ämnet läsning av skönlitteratur i undervisning. Studien syftar till att undersöka lärares arbete med skönlitteratur inom ämnet svenska i grundskolans årskurs 4–6. Frågeställningarna är följande: Hur förhåller sig grundskollärare till användning av skönlitteratur i sin svenskundervisning? Vilka metoder och läraktiviteter tillämpar grundskollärare i sin undervisning kring skönlitteratur? Hur utformar lärare sin läsundervisning för att möjliggöra elevers utveckling av läsförståelseförmåga? Studien har sin utgångspunkt i den sociokulturella lärandeteorin, grundad av Lev Vygotskij, vars idé är att lärande är en social process och att kunskap utvecklas i samspel med andra. Studien är baserad på semistrukturerade intervjuer med grundskollärare där materialet har jämförts, diskuterats och satts i relation till tidigare forskning inom området. Studiens resultat visar att grundskollärare är positivt inställda till läsning av skönlitterära böcker i svenskundervisning då det visar sig främja elevers såväl läsutveckling som läsintresse. Däremot är det något som kräver tid och engagemang. De läraktiviteter som grundskollärare tillämpar i sin undervisning är läs- och bokprojekt, läsläxor, högläsning och olika typer av samtal. Vad beträffar utveckling av läsförståelseförmåga arbetar lärare kring läsförståelsestrategier med skönlitterära böcker som medel eller med läromedel som komplement. / This study is focused on the application of reading of literature in teaching and education. The purpose of the study is to investigate literature-teaching methods among Swedish teachers in primary school, grades 4–6. The following research have been considered: How does primary school teachers relate to the use of literature in their education? Which methods and learning activities do primary school teachers apply in their teaching of literature? How do teachers design their education to enable students to develop skills in reading comprehension? The study is based on the sociocultural learning theory, founded by Lev Vygotskij, whose idea is that learning is a social process and that we create knowledge together. This study is based on semi-structured interviews with primary school teachers where the material has been compared, discussed and put in relation to previous research. The result shows that teachers have a positive attitude to reading literature in education since it promotes students reading development and reading interest. Methods and teaching activities that teachers use reading and book projects, reading homework, read-aloud and different kinds of booktalks. The result also shows that teachers are consider different reading comprehension strategies by using literature or study material in order to develop students’ reading comprehension skills.

Considerando a valorização da língua espanhola no contexto educacional brasileiro nos últimos anos, seja por meio da publicação da Lei 11.161/2005 e dos documentos oficiais, seja pela inserção de questões desse idioma no Exame Nacional para o Ensino Médio (Enem), a partir de 2010; considerando também a importância desse exame que tem objetivos bastante amplos, como a avaliação do desempenho do aluno concluinte da educação básica, a seleção de candidatos para o ensino superior e, inclusive, a possibilidade de servir de base para a reestruturação dos currículos do ensino médio, conforme parecer de aprovação da matriz do novo Enem, emitido pelo Conselho Nacional de Secretários de Educação, em 2009, julgamos importante e procedente pesquisar o tema avaliação, focalizando os estudos sobre os instrumentos utilizados para medir as habilidades de língua espanhola no referido exame de abrangência nacional. Para levar a cabo tal propósito, inicialmente traçamos um breve panorama a respeito do ensino de espanhol no Brasil, a fim de percorrer a trajetória dessa língua e compreender as possíveis razões que motivaram sua inclusão no novo formato do Enem. Na sequência, apresentamos os pressupostos teóricos, discutindo aspectos relacionados à avaliação, à leitura e aos procedimentos de avaliação da compreensão leitora. Em seguida, comentamos a Matriz de Referência (2009), divulgada pelo Ministério de Educação e pelo Instituto Nacional de Estudos e Pesquisas Educacionais (Inep), e que apresenta as habilidades consideradas em cada área do conhecimento do ensino médio. Também discorremos sobre a Matriz de Questões, elaborada por Nery (2002) em sua tese doutoral e que, levando-se em conta alguns ajustes, permite analisar o nível de complexidade das perguntas propostas em provas de língua estrangeira como o Enem. No capítulo seguinte, fazemos um estudo dos textos, dos enunciados e das alternativas presentes nas versões das provas consideradas, conforme fundamentação teórica e metodologia expostas nos capítulos anteriores. Analisamos as questões de espanhol presentes nas três versões do exame: as provas de 2010 a primeira e a segunda aplicação; e a de 2011. De modo geral, constatamos que os itens solicitaram basicamente: a associação entre tema e título com base na compreensão global da mensagem proposta; a identificação de informações expressas; e o reconhecimento da 22 intenção do texto ou do gênero textual. Ao mesmo tempo em que não identificamos questões que privilegiassem o domínio de regras gramaticais e do léxico de forma descontextualizada, é preciso ressaltar que alguns itens puderam ser respondidos somente fundamentados na compreensão do enunciado redigido em português, ou no conhecimento prévio, isto é, sem que o leitor tivesse que revelar a compreensão do texto em língua estrangeira. Ao final do trabalho, apresentamos as referências bibliográficas e, nos anexos, constam as provas analisadas, além de outros textos aos quais nos referimos nas análises. / Considering firstly Spanish language value in Brazilian educational context in late years, not only because of the 11.161/2005 law publication, but also because of the presentation of Spanish language questions in Exame Nacional para o Ensino Médio (Enem) since 2010, and, secondly, the importance of this exam as a form to evaluate the students from the final period of basic education in Brazil; equally important the selection of candidates to the undergraduation courses, as well as the possibility of this exam to serve as the initial base to reconstruct Brazilian high school period curriculums in accordance with Enem syllabus approval established by Conselho Nacional de Secretários de Educação in 2009, we consider important and relevant to research the theme evaluation by focusing on the instrument used to measure Spanish language abilities in this referring Brazilian exam. To do so, initially we construct a brief panorama concerning the Spanish language teaching practice in Brazil in order to understand the ways of this language in the educational context and comprehend the possible reasons that motivate the Spanish language inclusion in Enem. In addition, we present the theoretical review by aiming at discussing the aspects related to evaluation, to reading and to the procedures of evaluating the students reading comprehension abilities. Moreover, we discuss specifically the Matriz de Referência (2009), published by Ministério de Educação and by Instituto Nacional de Estudos e Pesquisas Educacionais (Inep), which introduces the considered abilities in each area of Brazilian high school period as well as the Matriz de Questões based on Nerys Doctoral Dissertation (2002) which allows to analyze the complexity level of proposed tasks in foreign language questions in final exams like Enem. In the following chapter, we construct a study concerning the texts, the task commands and the alternatives presented in the considered exams versions based on the theoretical review and the methodology explained in the previous chapters. We analyze the Spanish language questions presented in three Enem exam versions: the exams from 2010 the first and the second appliances and from 2011, the third one. In a general view, we comprehend that the questions demanded basically: association between theme and title based on the global comprehension in the proposed message; the identification of expressed information; 22 and the recognition of text intention or the text genre. At the same time that we do not identify questions which are focused on grammar rules or vocabulary forms, it is necessary to reinforce that some items could be answered only based on the comprehension of the task commands written in Portuguese, or just based on the students previous knowledge. In the end of this investigation, we present the bibliographical references, Enem exams analyzed and the other texts referred in this present study.

Thesis advisor: David M. Scanlon / The purpose of this mixed-methods research was to examine the impact of mediated cognitive strategy intervention on the reading comprehension and self-efficacy of Palestinian-Arab middle school students with learning disabilities. Eighteen seventh-grade students with LD who were placed in two self-contained special education classrooms and their two special education teachers participated in this experiment for eight weeks. A multi-cognitive strategy reading comprehension intervention (the Five Mediated Cognitive Strategies: 5MCS) based on existing cognitive strategy models was introduced. The two classrooms were divided into two conditions: a) an Extended Condition, in which students received the cognitive strategy instruction for the full length of the intervention while using culturally relevant texts at the fourth grade level, and b) the Reduced Condition where students received four weeks of traditional instruction followed by the cognitive strategy instruction combined with the same texts that were provided for the Extended Condition. All students were assessed for their vocabulary and comprehension at pre and post intervention using a standardized measure and researcher-made weekly tests for their comprehension. Further, the students were assessed for their self-efficacy in reading using self-report surveys at three times and focus group interviews at pre and post intervention. Repeated-measures ANOVA results indicate that both groups improved their vocabulary and comprehension from pre to post intervention on both standardized and researcher-made comprehension measures. However, the Extended Condition achieved statistically significant gains in comprehension at posttest, whereas, the Reduced Condition achieved significant gains in vocabulary at posttest. No significant differences were found between the two conditions by time. Mixed results were revealed for self-efficacy in reading comprehension. Students who were identified as good decoders reported an increase in their self-efficacy from pre to post intervention, whereas students with poor decoding abilities reported a declined self-efficacy at post intervention. Thematic analysis of interviews with the participating teachers revealed that they considered themselves and their students to have benefitted from the 5MCS intervention. Implications for the study are discussed and recommendations for further investigations are provided for policy makers and educators. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The purpose of this study was to determine whether teaching students about the structure of a text would be associated with improved reading comprehension. Science texts were used with the intention of adding to what is known about content-area reading comprehension. To investigate the effects of teaching science text structure, a reading comprehension program called Comprehending Science Texts with Structure (CSTS) was developed and tested using an true experimental design. Importantly, the study was conducted in China with Mandarin-speaking students, with whom there has been a great shortage of reading research. The CSTS program is a 15-lesson reading comprehension program designed to teach middle school students how to comprehend science texts by using three text structure strategies, namely asking generic questions (GQs), using graphic organizers (GOs), and summary writing (SW). A total of 88 sixth grade students participated in this study and were randomly assigned to either the CSTS intervention group or the content-only control group. After the completion of the CSTS program, students’ text structure knowledge and reading comprehension were measured using researcher-designed measures of the comprehension of both science and generic text. The generic text was used in order to investigate near-transfer effects. Far transfer was measured post-intervention through the use of two standardized reading tests, one taken from a state assessment and the other from the PISA reading test. Results from multivariate analyses of covariance indicated that, overall, students in the treatment group significantly outperformed their counterparts in the control group after controlling for pretest reading skill and science knowledge. Specifically, students who received the CSTS intervention showed significant acquisition of science texts structure knowledge and also significantly outperformed the controls in the comprehension of science texts. The results also demonstrated the near-transfer effects of the CSTS from science texts to generic texts; here, students in the treatment group significantly gained generic text structure knowledge and also significantly outperformed the controls in the comprehension of generic texts significant. A far-transfer effect, however, was not found, as the two groups did not show a statistically significant difference in performance on the post-test standardized reading comprehension tests.

This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT).    This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.

by Barbara Wei-hao Shen Costin. / Bibliography: leaves 169-174 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.