Longitudinal study of English and Hebrew reading abilities in 5-7 year old Hebrew day school students.
Item
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Title
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Longitudinal study of English and Hebrew reading abilities in 5-7 year old Hebrew day school students.
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Identifier
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AAI9029939
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identifier
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9029939
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Creator
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Gutman, Renee H.
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Contributor
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Adviser: Wilma G. Rosen
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Clinical | Education, Educational Psychology
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Abstract
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A longitudinal study of the relationship between reading approaches and achievement in English and in Hebrew among Hebrew Day School students was conducted. Students were initially assessed in kindergarten, with reading "predictors," and then in grades 1 and 2 using specific reading measures in both English and Hebrew.;A critical review of literature dealing with models of normal reading, theories of reading disorders, biliteracy and reading predictors is offered. Reasons for choosing English and Hebrew for the study, including their orthographic similarities and differences, are discussed.;A pilot study using 4th grade Hebrew Day School students as subjects is detailed. Results include significant correlations between reading strategies and reading achievement in the two orthographies. Reasons for a subsequent longitudinal study of younger readers are then discussed. Subject selection, methods, materials and procedures involved with the longitudinal study are carefully reviewed. Results are then enumerated and illustrated with tables.;Very significant correlations between reading achievement in English and in Hebrew were obtained in both first and second grades. Specific reading error types committed in each language suggested analogous processing strategies in the two orthographies. A test of phoneme analysis, administered in kindergarten, predicted to first and second grade reading achievement in English and in Hebrew.;Finally, a discussion of the findings and their implications is offered, along with conclusions, limitations of the study, and suggestions for further research.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
