Dissertation/Thesis Abstract

The effects of vocabulary instruction on the fluency and comprehension of fifth-grade nonnative English speakers
by Lia, Michelle P., Ed.D., Northern Illinois University, 2010, 179; 3404947
Abstract (Summary)

A single-subject design of the effects of teaching Tier Two vocabulary on the vocabulary knowledge, comprehension, fluency, and prosody of fifth-grade nonnative English speakers was conducted. Results suggested that vocabulary instruction improved vocabulary knowledge, but further research and study is needed to determine ways to improve fluency, prosody, and comprehension in nonnative English speakers in the intermediate grades who are also struggling readers. Implications for classroom practice include the need and benefit of teaching Tier Two words to nonnative English speakers who are struggling readers in intermediate grades.

Indexing (document details)
Advisor: Elish-Piper, Laurie
Commitee: Daniel, Mayra, Richgels, Donald, Van Laarhoven, Toni
School: Northern Illinois University
Department: Literacy Education
School Location: United States -- Illinois
Source: DAI-A 71/06, Dissertation Abstracts International
Subjects: English as a Second Language, Elementary education, Literacy, Reading instruction
Keywords: Comprehension, ELL, English language learners, Fifth-grade, Fluency, Non-native, Nonnative English speakers, Prosody, Vocabulary, Vocabulary instruction
Publication Number: 3404947
ISBN: 978-1-124-02615-2
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