An investigation of two reading strategies for science reading comprehension among bilingual and nonbilingual third grade students

dc.contributor.advisorWalker de Felix, Judith
dc.contributor.committeeMemberBermudez, Andrea S.
dc.contributor.committeeMemberSwank, Paul R.
dc.contributor.committeeMemberMountain, Lee H.
dc.creatorGalvez, Maria Loida
dc.date.accessioned2023-04-07T19:12:30Z
dc.date.available2023-04-07T19:12:30Z
dc.date.copyright1987-02-17
dc.date.issued1986
dc.description.abstractRecent research with English monolingual students indicates that reading comprehension is an interactive process that can be taught explicitly. However, research on how to teach science reading comprehension to English mono- linguals is limited, especially at the primary level. The acquisition of scientific knowledge requires that the learner be taught how to process the context-reduced language of science. Additionally, this processing is more cognitively demanding for the learner who must process the content and language simultaneously through instruction in a second language; therefore, the research need exists for effective content teaching strategies with bilingual and monolingual students. The purpose of this study was to examine the differences between two reading strategies: (a) an explicit group strategy, mapping, and (b) a group basal strategy on the reading comprehension of science text among bilingual and nonbilingual third graders. It was hypothesized that students who engaged in mapping the topic prior to reading would obtain statistically significant <p< .05) higher comprehension scores than students who did not. Instruction using the mapping strategy, based .on schema theory, helps students structure and relate prior knowledge (schemata) of the science topic, matter, to new concepts presented about matter. The basal strategy, based on basal series methodology, presents new concepts about matter through definitions. Of the nine randomly assigned teachers who participated, five (two bilingual and three monolingual) used the mapping strategy and four (two bilingual and two monolingual) used the basal strategy.
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other15058180
dc.identifier.urihttps://hdl.handle.net/10657/14010
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectReading comprehension
dc.subjectBilingualism
dc.titleAn investigation of two reading strategies for science reading comprehension among bilingual and nonbilingual third grade students
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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