| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433482 |
| 005 | | 20200225142459 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085739818 |
| 035 | |
▼a (MiAaPQ)AAI22615329 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 372 |
| 100 | 1 |
▼a Mahgoub, Lana A. |
| 245 | 10 |
▼a Benefits for Whom? Language and Literacy Outcomes for Underrepresented Native English Speakers in DLI Programs. |
| 260 | |
▼a [S.l.]:
▼b The University of Wisconsin - Madison.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 180 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: B. |
| 500 | |
▼a Advisor: Quintana, Stephen M. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The purpose of this study was to examine language and literacy outcomes of children from underrepresented groups enrolled in Dual Language Immersion (DLI) programs. Prior studies have illustrated how bilingualism leads to some advantages in executive functioning and language learning tasks. Past research also demonstrates that DLI programs often result in both positive linguistic and general academic outcomes for both native Spanish speaking and native English speaking students. Studies show that when English language learners (ELLs) are taught how to read in their native language, they gain higher levels of reading achievement in English and show greater language comprehension on standardized tests than ELLs not enrolled in the program. Dual language immersion programs have thus increased in popularity because they aim to promote linguistic advantages and enhance the literacies of native English speakers as well as ELLs. No prior studies, however, exist examining the linguistic and literacy outcomes of particular underrepresented groups in DLI programs, namely, native English speakers from low-income backgrounds, African American, and multiracial youth. This study also explored parental perceptions of their children's academic, social, and emotional progress in DLI programs as wells as the executive function performance of bilinguals and monolinguals. Given the importance of literacy skill development, the main goal of this project was to examine the language and literacy outcomes, across race and SES levels for both native and non-native English speaking students in the DLI programs in comparison to children in English language instruction (ELI) classrooms. This study showed greater language and literacy challenges for underrepresented youth within DLI programs, but comparable literacy skills between under-represented youth in DLI and ELI classrooms. This study also points out possible areas of growth within DLI programs and universal supports that may be beneficial for schools. |
| 590 | |
▼a School code: 0262. |
| 650 | 4 |
▼a Educational psychology. |
| 650 | 4 |
▼a Psychology. |
| 650 | 4 |
▼a Language arts. |
| 690 | |
▼a 0525 |
| 690 | |
▼a 0621 |
| 690 | |
▼a 0279 |
| 710 | 20 |
▼a The University of Wisconsin - Madison.
▼b Educational Psychology. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0262 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493291
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |