The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability
| Format: | Restricted Document |
|---|
| _version_ | 1860799935119622144 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 |
| date | 2013-03-04 06:21:34 |
| format | Restricted Document |
| id | 7982 |
| institution | UniSZA |
| internalnotes | [1]. Anthony, J. L., & Lonigan, C. J. (2004). The Nature of Phonological Awareness: Converging Evidence [2]. from Four Studies of Preschool and Early Grade School Children. Journal of Educational [3]. Psychology, 96 (1), 43-55. [4]. August, D., & Hakuta, K. (Eds.). (1997). Improving Schooling for Language-minority Students: [5]. A Research agenda. Washington, DC: National Academy Press. [6]. August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report [7]. of the National Literacy Panel on Language-Minority Children and Youth. Center for [8]. Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ. [9]. Baghban, M. (1989). "You Can Help Your Child with Writing." Newark, DE: International Reading [10]. Association. Retrieved September 21, 2007, from [11]. http://www.kidsource.com/kidsource/content2/children's_literacy.html. [12]. Bialystok, E. (2002). Acquisition of Literacy in Bilingual Children: A framework for Research. [13]. Language Learning, 52 (1), 159-199. [14]. Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction. Teaching [15]. Exceptional Children, 33 (4), 10-16. [16]. Carlisle, J., & Rice, M. (2002). Improving Reading Comprehension: Research-Based Principles and [17]. Practices. York Press, Inc.: Baltimore, Maryland. [18]. Cisero, C.A and Royer, J.M. (1995). The Development and Cross Language Transfer of Phonological [19]. Awareness, Contemporary Educational Phychology.20, 275-303. [20]. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language Transfer of [21]. Phonological Awareness. Journal of Educational Psychology, 85 (3), 453-465. [22]. Easingwood, N. (2001). ICT and Literacy. London: Continuum, pp 11-18. [23]. Fitzgerald, J., & Graves, M. (2004). Scaffolding Reading Experiences for English Language Learners. [24]. Christopher-Gordon Publishers, Inc.: Norwood, Massachusetts. [25]. Gottardo, A. (2002). The Relationship between Language and Reading Skills in Bilingual Spanish- [26]. English Speakers. Topics in Language Disorders, 22 (5), 46-70. [27]. International Reading Association (2002). Family-School Partnerships: Essential Elements of Literacy [28]. Instruction in the United States. Delaware. [29]. Pandian, A. (2003). Designing an Agenda on Literacy, International Journal of Learning (ed.10). [30]. Pandian, A.(2004). Literacy, Information Technology and Language Learning, Journal of [31]. Communication Practices, July. [32]. Pandian, A. & Reza Pasha Moghimizade (2007). Investigating Oral and Written Communication [33]. Strategies: A Need for a Better Language Teaching in Innovation and Intervention in ELT: [34]. Pathways & Practices, UPM Press. [35]. Proctor, C. P., Carlo, M., August, D., & Snow, C. E. (2005). Native Spanish-speaking Children Reading [36]. in English: Toward a Model of Comprehension. Journal of Educational Psychology, 97 (2), [37]. 246-256. [38]. Reyhan Salataci, Ayse Akyel (2002). Possible Effects of Strategy Instruction on L1 and L2 Reading: [39]. Reading in a Foreign Language,Volume 14, Number 1, April 2002. [40]. Slavin, R. E., & Cheung, A. (2004). How do English Language Learners Learn to Read? Educational [41]. Leadership, 61 (6), 52-57. [42]. Swan, D., & Goswami, U. (1997). Phonological Awareness Deficits in Developmental Dyslexia and the [43]. Phonological Representations Hypothesis. Journal of Experimental Child Psychology, 66, 18- 41. [44]. Young, T. & Hadaway, N. (2006). Supporting the Literacy Development of English Learners. [45]. International Reading Association. |
| originalfilename | 3808-01-FH02-FBK-14-01586.pdf |
| person | Acer acer ACER |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7982 |
| spelling | 7982 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7982 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 8 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in Acer acer ACER 2013-03-04 06:21:34 3808-01-FH02-FBK-14-01586.pdf UniSZA Private Access The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability International Journal of Humanities and Social Science Invention Reading is a key for success in any learning process. This exploratory study was carried out in order to investigate student’s ability in second language reading by using a special assessment called the San Diego Quick Reading Assessment. The assessment was used to measure student’s ability in uttering and understanding the meaning of the words. At the same time, the objective of the research is also to investigate student’s perception on their reading ability. Therefore, the correlation or relationships of both instruments were used to get the findings. Overall findings show that the students did not score good grades in the assessment and similarly, they perceived that they did not have second language reading ability. The findings are important to be relied on for the future reading intervention programs to teachers, parents and educational bodies. 2 2 1-9 [1]. Anthony, J. L., & Lonigan, C. J. (2004). The Nature of Phonological Awareness: Converging Evidence [2]. from Four Studies of Preschool and Early Grade School Children. Journal of Educational [3]. Psychology, 96 (1), 43-55. [4]. August, D., & Hakuta, K. (Eds.). (1997). Improving Schooling for Language-minority Students: [5]. A Research agenda. Washington, DC: National Academy Press. [6]. August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report [7]. of the National Literacy Panel on Language-Minority Children and Youth. Center for [8]. Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ. [9]. Baghban, M. (1989). "You Can Help Your Child with Writing." Newark, DE: International Reading [10]. Association. Retrieved September 21, 2007, from [11]. http://www.kidsource.com/kidsource/content2/children's_literacy.html. [12]. Bialystok, E. (2002). Acquisition of Literacy in Bilingual Children: A framework for Research. [13]. Language Learning, 52 (1), 159-199. [14]. Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction. Teaching [15]. Exceptional Children, 33 (4), 10-16. [16]. Carlisle, J., & Rice, M. (2002). Improving Reading Comprehension: Research-Based Principles and [17]. Practices. York Press, Inc.: Baltimore, Maryland. [18]. Cisero, C.A and Royer, J.M. (1995). The Development and Cross Language Transfer of Phonological [19]. Awareness, Contemporary Educational Phychology.20, 275-303. [20]. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language Transfer of [21]. Phonological Awareness. Journal of Educational Psychology, 85 (3), 453-465. [22]. Easingwood, N. (2001). ICT and Literacy. London: Continuum, pp 11-18. [23]. Fitzgerald, J., & Graves, M. (2004). Scaffolding Reading Experiences for English Language Learners. [24]. Christopher-Gordon Publishers, Inc.: Norwood, Massachusetts. [25]. Gottardo, A. (2002). The Relationship between Language and Reading Skills in Bilingual Spanish- [26]. English Speakers. Topics in Language Disorders, 22 (5), 46-70. [27]. International Reading Association (2002). Family-School Partnerships: Essential Elements of Literacy [28]. Instruction in the United States. Delaware. [29]. Pandian, A. (2003). Designing an Agenda on Literacy, International Journal of Learning (ed.10). [30]. Pandian, A.(2004). Literacy, Information Technology and Language Learning, Journal of [31]. Communication Practices, July. [32]. Pandian, A. & Reza Pasha Moghimizade (2007). Investigating Oral and Written Communication [33]. Strategies: A Need for a Better Language Teaching in Innovation and Intervention in ELT: [34]. Pathways & Practices, UPM Press. [35]. Proctor, C. P., Carlo, M., August, D., & Snow, C. E. (2005). Native Spanish-speaking Children Reading [36]. in English: Toward a Model of Comprehension. Journal of Educational Psychology, 97 (2), [37]. 246-256. [38]. Reyhan Salataci, Ayse Akyel (2002). Possible Effects of Strategy Instruction on L1 and L2 Reading: [39]. Reading in a Foreign Language,Volume 14, Number 1, April 2002. [40]. Slavin, R. E., & Cheung, A. (2004). How do English Language Learners Learn to Read? Educational [41]. Leadership, 61 (6), 52-57. [42]. Swan, D., & Goswami, U. (1997). Phonological Awareness Deficits in Developmental Dyslexia and the [43]. Phonological Representations Hypothesis. Journal of Experimental Child Psychology, 66, 18- 41. [44]. Young, T. & Hadaway, N. (2006). Supporting the Literacy Development of English Learners. [45]. International Reading Association. |
| spellingShingle | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| summary | Reading is a key for success in any learning process. This exploratory study was carried out in order to investigate student’s ability in second language reading by using a special assessment called the San Diego Quick Reading Assessment. The assessment was used to measure student’s ability in uttering and understanding the meaning of the words. At the same time, the objective of the research is also to investigate student’s perception on their reading ability. Therefore, the correlation or relationships of both instruments were used to get the findings. Overall findings show that the students did not score good grades in the assessment and similarly, they perceived that they did not have second language reading ability. The findings are important to be relied on for the future reading intervention programs to teachers, parents and educational bodies. |
| title | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| title_full | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| title_fullStr | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| title_full_unstemmed | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| title_short | The Relationships between ‘The San Diego Quick Reading Assessment’ and Students’ Perception on Second Language Reading Ability |
| title_sort | relationships between ‘the san diego quick reading assessment’ and students’ perception on second language reading ability |