教学语言和同伴互助学习是英语学习者学生阅读成绩的预测因素

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-06-29 DOI:10.1007/s10643-024-01707-8

Monica E. Romero, ChenYu Hung, Stephen D. Whitney

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引用次数: 0

摘要

本研究利用一个全国性数据库，考察了英语学习者阅读成绩的教学语言模式与同伴互助学习活动频率之间的关系（N = 1,004）。多层次建模（MLM）分析的结果显示，在英语学习者的二年级阅读中，教学语言与同伴互助学习的频率之间存在交互作用。具体来说，参加英语作为第二语言（ESL）项目的英语学习者每周与讲单语英语的同伴一起学习，其阅读成绩高于每天或每月与同伴一起学习的英语学习者。本文讨论了未来研究的意义和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement

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Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement

Using a national database, this study examined the relationship between the language of instruction models and the frequency of peer-mediated learning activity on English learners’ reading achievement (N = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of peer-mediated learning in EL’s second-grade reading. Specifically, ELs enrolled in English as a Second Language (ESL) programs who worked weekly with monolingual English speaker peers had greater reading scores than those who worked daily or monthly. Implications and recommendations for future research are discussed.

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field