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THESIS2020.PAREDESRAQUEL.pdf (1.67 MB)

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Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners

Paredes Raquel, Sara Abigail
http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335

Abstract Details

2020, MA, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The increase in enrollment of Latino English language learners (ELLs) in schools within the United States highlights the importance of understanding how learning a second language influences children’s development. Previous studies have indicated that learning a second language is associated with higher levels of self-regulation. Similarly, self-regulation has been associated with the acquisition of literacy skills. This study examined the correlation between self-regulation and literacy of Latino ELLs and English monolingual learners (EMLs). The sample was composed of 25 Latino ELLs and 27 EMLs. Children’s self-regulation and literacy were assessed using direct assessments. Self-regulation was measured using the Head-Toes-Knees-Shoulder task and the Toy Wrap task. English literacy skills measures of phonemic awareness and letter naming fluency were assessed using two subtests from the Dynamic Indicators of Basic Early Literacy Skills. Moreover, Latino ELLs’ phonemic awareness and letter naming fluency in Spanish were assessed using two subtests from the Indicadores Dinamicos del Exito en la Lectura. The results indicated that EMLs outperformed Latino ELLs in measures of self-regulation and literacy. Moreover, Latino ELLs scored higher in English literacy measures than in Spanish measures. Finally, EMLs’ self-regulation scores strongly correlated with letter naming fluency, and Latino ELLs’ self-regulation scores significantly correlated with literacy scores in English and Spanish.
Bradley Morris (Advisor)
Cassandra Storlie (Committee Member)
Kelly Cichy (Committee Member)
82 p.
Educational Psychology
Self-regulation; literacy skills; Latino English language learners; English monolingual learners

Recommended Citations

Citations

  • Paredes Raquel, S. A. (2020). Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335

    APA Style (7th edition)

  • Paredes Raquel, Sara. Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners. 2020. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.

    MLA Style (8th edition)

  • Paredes Raquel, Sara. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Master's thesis, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335

    Chicago Manual of Style (17th edition)

kent159414374992335
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This open access ETD is published by Kent State University and OhioLINK.