자료유형 | 학위논문 |
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서명/저자사항 | Breaking It Down: A Study of Morphological Awareness in the English Reading Processes of Linguistically Diverse Middle School Students. |
개인저자 | LaBelle, Melissa Tobey. |
단체저자명 | Boston University. Education SED. |
발행사항 | [S.l.]: Boston University., 2019. |
발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
형태사항 | 398 p. |
기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
ISBN | 9781687992888 |
학위논문주기 | Thesis (Ed.D.)--Boston University, 2019. |
일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: O' Connor, Catherine |
이용제한사항 | This item must not be sold to any third party vendors. |
요약 | Morphological awareness (MA) is the knowledge of word structure and capacity to manipulate the meaningful parts of words (Kuo & Anderson, 2006). This study examined derivational MA in the English reading processes of 85 linguistically diverse middle school students in grades six through eight. 56 participants had a native/home language (L1) of Spanish, Portuguese, Chinese, Haitian Creole, or Cape Verdean Creole (CVC) and were acquiring English as a second language (L2). 29 participants were L1 English speakers, which facilitated comparisons between L1 and L2 English readers in how three predictors-MA, word reading, and vocabulary knowledge-related to English reading comprehension. Tests were administered in English to assess word reading, reading comprehension, MA, reading vocabulary, and silent word reading fluency for all 85 participants.The study a.) Explored the unique contribution of English MA to English reading comprehension |
일반주제명 | Education. Reading instruction. |
언어 | 영어 |
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