Bilingual Tutoring: Its Impact Upon the Reading Comprehension Achievement of Bilingual Hispanic Children
Location
1048
Format Type
Event
Format Type
Workshop
Start Date
January 2019
End Date
January 2019
Abstract
Recent research indicates that there is a positive correlation between tutors having knowledge of the primary language of bilingual students and the improvements in reading comprehension that result from working with such tutors (Thonus, 2011). Much research has been devoted to the reading achievement of students from culturally and linguistically diverse backgrounds. Most of those studies have utilized traditional quantitative research methods, and although this methodology provides substantial information it often presents unique challenges (Pyatak et al., 2013). One of those challenges relates to the weakness of this methodology to examine aspects of the reading acquisition process that can be obtained through qualitative research methods.
This presentation will highlight the findings of a case study investigating the primary language interactions between a tutor, the bilingual students she served, and the families of these students. The presenter will discuss the English reading comprehension achievements experienced by the students after bilingual tutoring sessions, and the methodology utilized to document the progress. Participants will learn about the advantages of using qualitative research methodology when working with students from culturally and linguistically diverse populations, and how to utilize such methodology to document the progress of the CLD students with whom they work.
Proposal documents
Bilingual Tutoring: Its Impact Upon the Reading Comprehension Achievement of Bilingual Hispanic Children
1048
Recent research indicates that there is a positive correlation between tutors having knowledge of the primary language of bilingual students and the improvements in reading comprehension that result from working with such tutors (Thonus, 2011). Much research has been devoted to the reading achievement of students from culturally and linguistically diverse backgrounds. Most of those studies have utilized traditional quantitative research methods, and although this methodology provides substantial information it often presents unique challenges (Pyatak et al., 2013). One of those challenges relates to the weakness of this methodology to examine aspects of the reading acquisition process that can be obtained through qualitative research methods.
This presentation will highlight the findings of a case study investigating the primary language interactions between a tutor, the bilingual students she served, and the families of these students. The presenter will discuss the English reading comprehension achievements experienced by the students after bilingual tutoring sessions, and the methodology utilized to document the progress. Participants will learn about the advantages of using qualitative research methodology when working with students from culturally and linguistically diverse populations, and how to utilize such methodology to document the progress of the CLD students with whom they work.
Comments
Breakout Session F