THE EFFECTS OF A DUAL LANGUAGE READING PROGRAM ON THE READING ABILITY OF PUERTO RICAN STUDENTS

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

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Identifying gifted students in Puerto Rico

Gifted Education International ◽

10.1177/0261429413507178 ◽

2013 ◽

Vol 31 (2) ◽

pp. 162-175 ◽

Cited By ~ 4

Author(s):

Javier I Rosado ◽

Steven Pfeiffer ◽

Yaacov Petscher

Keyword(s):

Puerto Rico ◽

Puerto Rican ◽

Rating Scales ◽

Factor Model ◽

Gifted Students ◽

Reliability And Validity ◽

Critical Issue ◽

Verbal Test ◽

The Usa ◽

Puerto Rican Students

The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the Gifted Rating Scales-School Form (GRS) with a sample of 618 island-residing Puerto Rican students. Alpha values for the Spanish-translated version ranged from 0.98 to 0.99, comparable to those reported for the USA standardization sample. Scores on the Spanish-translated GRS correlated positively and significantly with classroom grades, Naglieri Non-verbal Test of Intelligence (NNAT) scores and with the island’s local norm-referenced achievement test. Confirmatory factor analysis supported the six-factor model. Overall, findings provide evidence supporting the use of a Spanish-translated GRS for Puerto Rican island students.

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Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

Journal of English Language Teaching and Applied Linguistics ◽

10.32996/jeltal.2021.3.6.6 ◽

2021 ◽

Vol 3 (6) ◽

pp. 42-48

Author(s):

Nguyen Thi Kim Anh

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

Food Industry ◽

Research Question ◽

Reading Skill ◽

Reading Program ◽

Reading Test ◽

Extensive Reading ◽

Significant Difference ◽

Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

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Book Club Discussion: An Extensive Reading Program in Writing Class

Attractive : Innovative Education Journal ◽

10.51278/aj.v3i2.238 ◽

2021 ◽

Vol 3 (2) ◽

pp. 113

Author(s):

Nurul Puspita ◽

Umar Alfaruq A. Hasyim

Keyword(s):

Academic Writing ◽

Reading Ability ◽

Book Club ◽

Reading Program ◽

Positive Trend ◽

Extensive Reading ◽

Writing Ability ◽

First Semester ◽

Writing Class ◽

Writing Students

Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing. Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class

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“Puerto Rico Can Teach So Much”: The Hemispheric and Imperial Origins of the Educational War on Poverty

History of Education Quarterly ◽

10.1017/heq.2021.44 ◽

2021 ◽

Vol 61 (4) ◽

pp. 423-448

Author(s):

Lauren Lefty

Keyword(s):

New York ◽

Puerto Rico ◽

Latin America ◽

Puerto Rican ◽

War On Poverty ◽

Social Scientific ◽

Aid Programs ◽

Puerto Rican Students ◽

Second World ◽

Scientific Ideas

AbstractThrough a focus on liberal academic and policy networks, this article considers how ideas and practices central to an educational “war on poverty” grew through connections between postwar Puerto Rico, Latin America, and New York. In particular, it analyzes how social scientific ideas about education's role in economic development found ample ground in the colonial Commonwealth of Puerto Rico as the island assumed the role of “laboratory” of democracy and development after the Second World War. The narrative then considers how this Cold War programming came to influence education initiatives in both U.S. foreign aid programs in Latin America and New York City in the 1950s and 1960s, particularly as the number of Puerto Rican students grew amid the Puerto Rican Great Migration. Ultimately, the article suggests a broader hemispheric and imperial framework in narrating the evolution of postwar education policy in the nation's largest city.

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