‘Time for<i>una pregunta</i>’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text

Martin‐Beltrán, Melinda; Montoya‐Ávila, Angélica; García, Alberto Luis García; Peercy, Megan Madigan; Silverman, Rebecca D.

doi:10.1080/13670050.2018.1515176

Cited by 11 publications

(4 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One may infer that instruction was geared to the individual differences in vocabulary. This fits with Martin‐Beltrán et al.’s (2019) findings suggesting that depending on which language is used throughout the instruction, for example, in Spanish in our case, Spanish‐speaking ELLs would use Spanish (L1) to negotiate content (ask for clarification) and/or confirm their understanding.…”

Section: Discussionsupporting

confidence: 91%

The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study

Swanson

Kong

et al. 2022

Learn Disabil Res Pract

View full text Add to dashboard Cite

This exploratory study determined the relationship between math instructional activities in Wave (year) 1 and English language learner (ELL) children's math problem‐solving performance in Wave (year) 2. The math performance of ELL children (N = 291) in Grades 1, 2, and 3 was tested in two testing waves. Two major findings emerged. First, strategy instruction, peer interaction, and explicit instruction in Wave 1 uniquely predicted English problem‐solving scores in Wave 2 independent of grade level, vocabulary, calculation, and problem‐solving at Wave 1. Second, the frequency of explicit instruction and peer interactions was significantly related to the odds of predicting ELL children at risk for math disabilities. The results are discussed within the context‐specific instructional activities that were positively related to later math outcomes.

show abstract

Section: Discussionsupporting

confidence: 91%

The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study

Swanson

Kong

et al. 2022

Learn Disabil Res Pract

View full text Add to dashboard Cite

show abstract

“…Pembaca harus mampu menguasai dan memahami bacaan yang dibacanya. Dalam hal ini, unsur yang harus ada dalam setiap kegiatan membaca adalah pemahaman (Martin-Beltrán et al, 2019).…”

Section: Pendahuluanunclassified

Pengaruh Direct Reading Thinking Activity Terhadap Keterampilan Membaca Pemahaman di Sekolah Dasar

Ardhian

Trisniawati

2020

JP2SD

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengetahui persepsi siswa setelah mengikuti strategi Directed Reading Thinking Activities (DRTA). Metode penelitian yang digunakan adalah metode eksperimen dan teknik analisis data yang digunakan dalam penelitian ini adalah regresi sederhana. Sebelum dilakukan analisis regresi, maka dilakukan uji kualitas data yang meliputi uji validitas dan uji reliabilitas. Selain itu juga dilakukan uji normalitas untuk mengetahui distribusi data penelitian dan juga ui homogenitas. Hasil analisis data menunjukkan bahwa indikator yang digunakan dalam penelitian ini valid, reliable, berdistribusi normal namun tidak homogen. Hasil penelitian menunjukkan bahwa strategi Directed Reading Thinking Activities (DRTA) berpengaruh signifikan terhadap ketrampilan membaca pemahaman siswa yang dibuktikan dengan hasil evaluasi membaca pemahaman yang lebih baik dibandingkan dengan metode konvensional.Kesimpulannya penelitian ini adalah penerapan strategi Directed Reading Thinking Activity (DRTA) sangat efektif dalam meningkatkan keterampilan membaca pemahaman. Keterampilan membaca pemahaman siswa mencapai nilai rata-rata kelas 82,22. Nilai tertinggi adalah 100 sedangkan nilai terendah adalah 70. Ketuntasan belajar mencapai sebanyak 18 siswa atau sebesar 100%. Pengaruh penerapan strategi Directed Reading Thinking Activity (DRTA) terhadap keterampilan membaca pemahaman pada siswa, mencapai nilai koefisien sebesar 0,988 dan nilai signifikansi sebesar 0,031

show abstract

“…Readers must be able to master and understand the reading they read. In this case, the element that must be present in every reading activity is understanding (Martin-Beltrán, Montoya-Ávila, García, Peercy, & Silverman, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School

Ardhian¹,

Ummah²,

Anafiah³

et al. 2020

INT J INSTRUCTION

View full text Add to dashboard Cite

This study aims to determine the effect of reading and critical thinking techniques on students' reading comprehension skills. This study uses quantitative research methods with experimental methods with treatment with a 2 x 2 level design with 40 samples. The data used analysis variance and continued with Tukey and Least Square Differences (LSD) tests. The results showed that: (1) reading comprehension skills of students who learn to use reading techniques Directed Reading Thinking Activity is higher than students who learn to use reading techniques Preview, Question, Read, Reflect, Recite, and Review, (2) there is no interaction effect between reading and critical thinking techniques to students' reading comprehension skills, (3) for groups of students who think highly critically and use the technique of reading Directed Reading Thinking Activity higher than students who use reading techniques Preview, Question, Read, Reflect, Recite, and Review, (4) for groups of students who think critically low and use the techniques of reading Preview, Question, Read, Reflect, Recite, and Review are not higher than students who use the technique of reading Directed Reading Thinking Activity. Subsequent experiments are expected to find the right reading technique for students who think critically low on comprehension reading skills.

show abstract

‘Time foruna pregunta’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text

Cited by 11 publications

References 40 publications

The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study

The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study

Pengaruh Direct Reading Thinking Activity Terhadap Keterampilan Membaca Pemahaman di Sekolah Dasar

Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School

Contact Info

Product

Resources

About