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|a LC3731.A73 2009_ArceClaudia |2 BU-Local |
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|a The use of cognates as a vocabulary strategy for Hispanic biliterate students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a Barry University Theses -- College of Arts and Sciences – Psychology. |
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|a Thesis (S.S.P.)--Barry University, 2009. |
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|a Includes bibliographical references (leaves 24-29). |
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|a Copyright Claudia M. Arce. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this study was to examine the effectiveness of cognates as a vocabulary strategy among Hispanic immigrant children who are learning English as a second language. The use of cognates as a reading strategy for Hispanic biliterate and bilingual students has been well documented in the literature. Cognates are words in two languages with clear similarities in orthography and meaning, as well as minor or predictable changes in meaning and spelling. Participants were first generation Hispanic students (N = 15) enrolled in a predominantly Hispanic South Florida middle school. The students were given a pretest to examine their familiarity with cognate words. Then, the students were given explicit and direct instruction on the meaning of English-Spanish cognates, and how this strategy may be use for academic purposes. Furthermore, the students were given ample opportunity to practice the skill, and questions related to the use of the cognate strategy were clarified before participants were given a post test. A paired sample t-test showed a significant pre to post test increase in the total number of English-Spanish cognate words answered correctly. These results are similar to the study conducted by Nagy et al. (1993), which found that most Hispanic bilingual and biliterate students were able to recognize cognates when given simple and explicit instructions. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Education, Bilingual |x Study and teaching. |
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|a English language |x Cognate words. |
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|a English language |x Study and teaching (Elementary) |x Foreign speakers. |
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|a Middle school students |x Florida. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001390/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/90/00001/LC3731_A73 2009_ArceClaudiathm.jpg |
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|a Theses and Dissertations |
