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The effects of two English oral language training methods on the English reading comprehension of limited English proficient fourth and fifth graders
The purpose of this study was to compare the relative effects of two oral English language training methods -- oral storytelling training and oral problem-solving training-- on the English reading comprehension of limited English proficient fourth and fifth graders. Fifty-four limited English proficient Mexican American subjects were paired on the basis of two sets of English reading comprehension test scores. One member of each pair was randomly assigned to an English oral storytelling training group. The other member was assigned to an English oral problem-solving training group. After ten weeks of training, the subjects were posttested. Pretest and posttest reading comprehension scores were compared for males and for females in a three-factor mixed analysis of variance design with repeated measures on one factor. There was no significant difference found between scores of the subjects receiving English oral storytelling training and those receiving English oral problem-solving training.