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|Title:||Factors Influencing Reading Ability and Self-Esteem: A Study of Bilingually Educated and Non-Bilingually Educated Students|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study was an in-depth study of one transitional bilingual program and the reading progress, sensitivity to contextual constraints and measurement of self-esteem of 21 Limited English Proficiency (LEP) students (Group BE) that participated in a transitional bilingual program for three to four years (Kindergarten or Grade 1 to Grade 3). These students were compared to other LEP students that were not in the bilingual program (Group BC) and monolingual English students (Group MC). All three groups attended schools in the same district. Due to data gathered from the Parent, Student and Teacher Questionnaires administered, the groups were not found to be significantly different except for educational program followed, language usage and attitudinal differences.
The three Groups (BE, BC, MC) were compared on English reading ability based on their reading scores from the MAT for Grades 3, 4 and 5 and on the completion of one English Cloze Passage. Comparisons were also made on the types of errors made by the students based on the scoring method employed in correcting the passage (Exact Word, Appropriate Word). Groups BE and BC were further compared on Spanish reading ability based on their reading scores from the Prueba de Lectura Inter-American Series and the completion of one Spanish Cloze Passage.
Groups BE, BC and MC were also compared on self-esteem based on their scores from the Area Specific Self-Esteem Measure (Hare 1976). Again, Groups BE and BC were administered a Spanish version of the self-esteem measure.
The principle findings are as follows; (a) reading ability and self-esteem had a significant positive correlation, (b) Group BE was not significantly different in English reading ability from Groups BC and MC but scored lower on the MAT for the three years compared, (c) Groups BE and BC made more errors on the English Cloze Passage than Group MC from a lack of using contextual clues, (d) neither Group BE nor BC was reading at grade level in Spanish, and (e) Group BE was not significantly different from Groups BC and MC but appeared to have more confidence in its English and Spanish language abilities.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|