Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children

dc.contributor.authorWilson, Maia Emily Kailani
dc.date.accessioned2019-11-07T16:16:46Z
dc.date.available2019-11-07T16:16:46Z
dc.date.issued2019
dc.description76 pages
dc.description.abstractThis thesis examines the correlations between oral linguistic skills and reading literacy skills in emergent bilingual children who speak both English and Spanish and discusses the significance of these correlations. Specifically, this investigation explores the correlations between emergent bilingual students’ oral language skills – measured by the Narrative Scoring Scheme in both English and Spanish – and their English reading fluency scores – measured by word reading fluency and passage reading fluency. Correlations were calculated for the entire data set, then as separated by instructional program type (dual-language immersion or English only) and finally by grade level (first or second grade). The information presented is significant to help support emergent bilingual English-Spanish speaking students in the United States public education system.en_US
dc.identifier.urihttps://hdl.handle.net/1794/25070
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectPolitical Scienceen_US
dc.subjectBilingualen_US
dc.subjectReadingen_US
dc.subjectLiteracyen_US
dc.subjectEducationen_US
dc.subjectChildrenen_US
dc.titleOral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children
dc.typeThesis/Dissertation

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