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The Effects of Translanguaging on the Bi-Literate Inferencing Strategies of Fourth Grade Learners
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Mgijima, Vukile Desmond; Makalela, Leketi – Perspectives in Education, 2016
Previous research suggests that enhanced cognitive and metacognitive skills are achieved when translanguaging techniques are applied in a multilingual classroom. This paper presents findings on the effects of translanguaging techniques on teaching grade 4 learners how to apply relevant background knowledge when drawing inferences during reading.…
Descriptors: Code Switching (Language), African Languages, Quasiexperimental Design, Foreign Countries
Preschool Morphological Training Produces Long-Term Improvements in Reading Comprehension
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Lyster, Solveig-Alma Halaas; Lervåg, Arne Olav; Hulme, Charles – Reading and Writing: An Interdisciplinary Journal, 2016
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group…
Descriptors: Reading, Reading Instruction, Reading Comprehension, Control Groups
Morphology in Malay-English Biliteracy Acquisition: An Intervention Study
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Zhang, Dongbo – International Journal of Bilingual Education and Bilingualism, 2016
This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay-English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in…
Descriptors: Literacy, Bilingualism, English (Second Language), Second Language Learning
Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders
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Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M. – Education and Treatment of Children, 2016
The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…
Descriptors: Summer Programs, At Risk Students, Emotional Disturbances, Behavior Disorders
Supporting Transition or Playing Catch-Up in Grade 4? Implications for Standards in Education and Training
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Pretorius, Elizabeth J. – Perspectives in Education, 2014
This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was…
Descriptors: Foreign Countries, Intervention, Transitional Programs, English (Second Language)
The Immediate and Long Term Impact of a Summer Literacy Approach on Writing Performance and Self-Perception of Writing of Urban Housing Authority Children
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Barone, Toni-Ann – ProQuest LLC, 2012
In this quasi-experimental design study, I investigated the impact of a current summer literacy approach on writing performance and writer self-perception of urban Housing Authority children. In addition, current campers and former CampUs Scholarship recipients provided feedback about personal experiences as well as shared the potential impact of…
Descriptors: Summer Programs, Literacy, Writing (Composition), Writing Achievement