A comparison of selected language, word-attack, and comprehension skills of native Spanish-speaking elementary students in a bilingual program and native Spanish-speaking elementary students in a monolingual program
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REVIEW OF THE LITERATURE
SUBJECTS INSTRUMENTS PROCEDURES
RESULTS AND DISCUSSION
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accelerates language learning achievement of bilingual administered Anglo children arithmetic Askov Bilingual and Monolingual bilingual children Bilingual Group subjects Bilingual Program Spanish/English child circle comprehension scores comprehension skill mastery control group English and Spanish English language skills English language test enrolled experimental group fits the rhyme grade level guage gual home language hypothesis initial reading instruction investigated language test scores learned to read lingual Program linguistic MacNamera Mexican-American children Milwaukee Public Schools monolingual children monolingual English Monolingual Group subjects Monolingual Program English native Spanish-speaking students oral reading picture that rhymes pooled variance productive English language productive Spanish language psycholinguistic Put your finger Ramirez-Politzer reading achievement reading scores reading skills received initial reading reported row rhymes second language significant difference significantly better silent reading sociolinguistic Spanish language test standard deviations students who received subtest University of Wisconsin-Madison vocabulary Walker's Point Wisconsin Design Tests word-attack and comprehension