This study explored the consummations of "The Transitional Approach to Reading" with Puerto Rican native language emergent and second language early emergent readers enrolled in a Transitional Bilingual Education Program of a public school system in Central Massachusetts. The objective of this study was to put forth a paradigm for a new reading approach, "The Transitional Approach", in a Bilingual first-grade class. The intent was to enhance their initiation into English reading. The principal goal was to transfer native language vocabulary whose definitions are the same in both languages (from one language to another) allowing reading comprehension to be achieved. The students were taught to manipulate "transference" in order to reach word comprehension in the second language. The vocabulary learned in native language reading, Spanish, will be transferred from Spanish to English. The study inquired as to whether these students, at the culmination of five months, showed growth in vocabulary attainment in Spanish, in English, and in Spanish and English on the post-approach assessments. No hypothesis was tested. The study was exploratory and descriptive in nature. The following tasks were accomplished: (1) Accumulation of Transfer Word Vocabulary from the entirety of the first-grade curricula: Spanish, Science, Social Studies, Culture, Mathematics, Language Arts, Reading, and English as a Second Language (a total of 235). (2) Assessment in Spanish, first, then in English of 78 Transfer Vocabulary Words: "Yes/No" Match, Pre-Test; and "Yes/No" Read and Match, Post-Test. (3) Observations made prior to, during, and after the implementation of the approach. Fourteen children were chosen to participate in "The Transitional Approach to Reading". The research revealed that the students increased their native and second language transfer word vocabularies and initiated second language beginning reading. "The Transitional Approach" played an important role in the formulation of the child's vocabulary development, reading comprehension, and overall reading development. Knowledge of vocabulary, word meaning, plays an essential part in the first-grade reading curriculum and accounts for about half of reading comprehension.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7548 |
| Date | 01 January 1996 |
| Creators | Oliveras, Esperanza |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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