Classroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments.

Persistent Link:
http://hdl.handle.net/10150/186706
Title:
Classroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments.
Author:
Reyes, Elba Iris
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Using language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabilities and the influence of those environments on the students' learning. Students were at least two years below expected grade level in reading. During the study, they used their grade level textbooks as they engaged in learning Social Studies content. Results indicate that dialogic, interactive learning environments influence the communicative competencies students demonstrate as well as their content learning.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Special education.; Teachers -- Training of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education and Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Bos, Candace S.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleClassroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments.en_US
dc.creatorReyes, Elba Irisen_US
dc.contributor.authorReyes, Elba Irisen_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractUsing language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabilities and the influence of those environments on the students' learning. Students were at least two years below expected grade level in reading. During the study, they used their grade level textbooks as they engaged in learning Social Studies content. Results indicate that dialogic, interactive learning environments influence the communicative competencies students demonstrate as well as their content learning.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectSpecial education.en_US
dc.subjectTeachers -- Training of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairBos, Candace S.en_US
dc.contributor.committeememberAntia, Shirin D.en_US
dc.contributor.committeememberNahmias, Mariaen_US
dc.identifier.proquest9426336en_US
dc.identifier.oclc722859917en_US
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