2026-09-22T08:03:42Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/34507 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Anderson, Richard C. Ma'rof, Aini Marina 2012-09-18T21:20:38Z 2012-09-18T21:20:38Z 2014-09-18T10:00:55Z 2012-08 2012-09-18T21:20:38Z 2012-08 This quasi-experimental study investigated whether and how an approach to classroom reading instruction, Shared Book Reading (SBR), impacts the development of vocabulary and oral Malay language of young Malaysian indigenous children learning Malay as a second language. 57 Orang Asli children from two first-grade classrooms participated in the study. One of the classes was randomly assigned to implement SBR sessions while the other served as control (delayed treatment). Prior to the intervention, all students were assessed on a grade-appropriate literacy test (LINUS 1), a rapid-automatized naming task (RAN), and a Children’s Nonword Repetition test (CNRep). After a five-week intervention, all students were assessed on a second literacy screening test (LINUS 2), vocabulary, storytelling, motivation, and Malay language learning attitudes. Results showed that experiences of SBR accelerated young Malaysian indigenous children’s oral Malay language production and increased their word-meaning knowledge. The SBR group performed significantly better than the control group on the word-defining task. They also produced more coherent narratives in a wordless picture story-telling task. They told the stories with greater verbal rate and their stories contained significantly greater vocabulary diversity. SBR discussions enhanced students’ motivation, engagement and attitudes toward Malay language learning. These results altogether yield significant implications for the literacy instruction of Malaysian indigenous children. Item withdrawn by Katherine Eriksen (eriksen3@illinois.edu) on 2012-05-30T15:19:23Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Ma'rof_Aini Marina.pdf: 1443694 bytes, checksum: 53e81364a6f939c2fe3c2fa2f40ca7ae (MD5) Made available in DSpace on 2012-09-18T21:20:38Z (GMT). No. of bitstreams: 2 Ma'rof_Aini.pdf: 2270366 bytes, checksum: 0a95c94a1afc490ef22f5f202bd62acb (MD5) license.txt: 4059 bytes, checksum: 82b12030c39deec9876d5a87c6d5406a (MD5) Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Seth Robbins (srobbins@illinois.edu) on 2012-09-18T21:21:21Z Item is restricted until 2014-09-18T21:21:01Z Restriction data tranferred 2014-07-01T11:35:14-05:00 Original Data Group with Access UIUC Users [automated] Release Date: 2014-09-18 16:21:01 UTC Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 34781 on 2014-09-18T10:00:55Z. http://hdl.handle.net/2142/34507 en Copyright 2012 Aini Marina Ma'rof Literacy Shared-book Reading Second Language Indigenous children Achievement Gap Promoting emerging literacy skills of Malaysian indigenous children through shared-book reading Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Thesis M.S. PHD:Educatnl Psychology -UIUC 10KS0210PHD