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A STUDY OF THE ENGLISH LANGUAGE PROFICIENCY, SPANISH LANGUAGE PROFICIENCY, AND READING STRATEGIES OF SELECTED HISPANIC BEGINNING READERS OF ENGLISH
Abstract
Thirty Hispanic second graders enrolled in regular (as opposed to bilingual) classrooms were administered the Spanish and English versions of the LAS and the Reading Miscue Inventory. The study was guided by questions related to the subjects' oral language proficiency and its relationship to their reading proficiency. It was found that the great majority of the subjects were fluent speakers of prestige dialects of English. Further, the majority of the children were found to be non-Spanish-speaking. Fourteen of the fifteen more proficient readers were speakers of the prestige dialects of English. The only LAS subscale which emerged as a predictor of the subjects' RMI reading levels was Subscale V, reflecting the subjects' syntax, vocabulary, and oral fluency. Finally, in almost 50% of the instances, teacher judgment differed from the RMI judgment in terms of the Hispanic beginning readers' reading proficiency. Each of the findings suggested a topic which would be well-considered through future research efforts.
Subject Area
Literacy|Reading instruction
Recommended Citation
MARIA, DOROTHY ANN, "A STUDY OF THE ENGLISH LANGUAGE PROFICIENCY, SPANISH LANGUAGE PROFICIENCY, AND READING STRATEGIES OF SELECTED HISPANIC BEGINNING READERS OF ENGLISH" (1983). Doctoral Dissertations Available from Proquest. AAI8401002.
https://scholarworks.umass.edu/dissertations/AAI8401002