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The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students (1999)
| Citations: | 37 - 6 self |
BibTeX
@MISC{Saunders99theeffects,
author = {William M. Saunders and Claude Goldenberg},
title = {The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students},
year = {1999}
}
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Abstract
As part of an ongoing "component building" (Slavin, 1984) program of research designed to estimate the effects of several individual components of a Spanish-toEnglish language arts transition program (Saunders, O'Brien, Lennon, & McLean, 1998), an experiment tested the effects of two instructional components---literature logs and instructional conversations---on the story comprehension and thematic understanding of upper-elementary-grade students. Five teachers and 116 fourth and fifth graders participated in the study. Slightly more than half the students were English learners completing their first or second year of English language arts. Teachers had completed one year of literature log and instructional conversation training. Students were randomly assigned to one of four treatment conditions: literature logs only, instructional conversations only, literature logs plus instructional conversations, and control. Posttests found significant differences among treatment groups. Students...
Keyphrases
instructional conversation literature log thematic understanding story comprehension english proficient limited english proficient student significant difference second year instructional conversation training ongoing component building treatment group several individual component treatment condition spanish-toenglish language art transition program fifth grader english learner upper-elementary-grade student instructional component literature log english language art
