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dc.contributor.advisorCampbell, Jack K.
dc.contributor.advisorStenning, Walter F.
dc.creatorHolick, Robert Joseph
dc.date.accessioned2020-01-08T18:22:32Z
dc.date.available2020-01-08T18:22:32Z
dc.date.created1976
dc.date.issued1975
dc.identifier.urihttp://hdl.handle.net/1969.1/DISSERTATIONS-183216
dc.description.abstractThe study was designed to investigate whether reading achievement differed between bilingual and monolingual students of the fifth, sixth, and seventh grades in several Texas schools where the Czech-American culture is significant. It included seven communities in which 282 students were found to be of a Czech-American background and of this number, 63 were identified as being bilingual. Bilingualism was determined by the ability to answer structured questions presented in the Czech language. Responses could be in either Czech or English. The selected bilinguals and monolinguals were then compared in the factors of sex, chronological age, grade level, reading vocabulary scores, reading comprehension scores, total reading scores, socio-economic status, and intelligence scores. School records were inspected to determine the variables of sex, age, grade, and intelligence scores. To ascertain the level of the three reading variables and socio-economic-status, two instruments were used: the Cooperative Inter-American Reading Test and the Socio-Economic-Status Questionnaire. These were administered during the school year of 1973-1974. Analyses were performed upon the scores of demographic and reading variables for students in the selected categories in order to secure answers to the following five research questions: (1) Is there a significant difference in vocabulary scores between the bilinguals and monolinguals? (2) Is there a significant difference in reading comprehension scores between the bilinguals and monolinguals? (3) Is there a significant difference in total reading scores between the bilinguals and monolinguals? (4) Is sex a significant factor in total reading scores of the bilingual and monolingual groups at the three grade levels in this study? (5) Is there a significant correlation between total reading achievement and socio-economic-status?..en
dc.format.extent215 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subject.classification1975 Dissertation H732
dc.subject.lcshEducation (Cirriculum and Instruction)en
dc.titleA comparison of reading vocabulary and reading comprehension skills between bilingual and monolingual Czech-American studentsen
dc.typeThesisen
thesis.degree.disciplineEducation (Curriculum and Instruction)en
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberLimbacher, Phillip C.
dc.contributor.committeeMemberSeaman, Don F.
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries


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