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Author Chiu, Ching-hsien
Title New immigrant readers: The role of young adult literature in literacy development and academic confidence
book jacket
Descript 246 p
Note Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0469
Directors: Carol A. Pope; William O'Steen
Thesis (Ph.D.)--North Carolina State University, 2005
The purpose of this study was to investigate how reading young adult literature might affect new immigrant adolescents who were in the process of developing their English literacy and making the transition to academic confidence. The primary question considered if reading young adult literature had a positive influence on literacy development and academic confidence for English as a second language (ESL) middle school students
The study used a qualitative research approach incorporating observation, interviewing, and document analysis. The time frame for the five participants' coming to the United States was between one year eight months and five years. All of them expressed confidence in their academic performance in their interviews, and four of them were determined to go to college. They all attended the same middle school with a large number of other ESL students who came from the same region-Mexico. These Mexican students were bilingual, but more often spoke Spanglish, an English/Spanish mix
The findings suggested that reading young adult literature extensively played a dynamic role in ESL student literacy success. Reading provided a foundation for their development in literacy and helped them think and reason. Reading served as a tool for their success in problem solving. It also helped the ESL participants in this study succeed in their academic performance
Instructional implications for teaching ESL students immerged from this study include: (1) ESL students need more support and practice to express their reflections on reading young adult literature, in writing as well as in speaking. (2) Teachers might also work with the school media specialist to sponsor book talks, to post students reflections, or to maintain lists of recommended books. (3) A recommendation emerged from this study is that first year ESL students need more time in ESL classes
Further longitude research is needed to investigate how ESL students who read extensively in middle school perform academically in high school and in college
School code: 0155
Host Item Dissertation Abstracts International 66-02A
Subject Education, Language and Literature
Education, Reading
Education, Secondary
Education, Curriculum and Instruction
Alt Author North Carolina State University
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