Literacy Learning Experiences of Four Language Minority Students: The Principles of Importance
Yau, Jia-Ling
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/80443
Description
Title
Literacy Learning Experiences of Four Language Minority Students: The Principles of Importance
Author(s)
Yau, Jia-Ling
Issue Date
2000
Doctoral Committee Chair(s)
Robert Jimenez
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Language
eng
Abstract
The findings of this study also suggest the multiplicity and complexity of the factors that complicate the participating students' literacy learning. First, literacy progress is impacted by language programs provided at school and parental literacy support at home. Second, the parents' views or beliefs concerning first and second language acquisition have an impact on the language development of their children. Finally, diverse learning preferences and abilities of students also influence literacy learning; factors such as views of reading, responses to literature, use of strategies, knowledge of vocabulary, and abstract thinking skills all affect the students' reading comprehension and interpretation.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
