Date of Award

Spring 1-1-2012

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Speech, Language & Hearing Sciences

First Advisor

Brenda Schick

Second Advisor

Anne Whitney

Third Advisor

Karin Boerger

Abstract

The purpose of this research project was to determine if a bilingual explanation of conjunctions results in better comprehension than an explanation in English only for dual language learners reading an English language text. Participants included four bilingual third grade students from the communities of Longmont and Boulder, who attended English-language classrooms. The author created a research protocol to determine the participants’ comprehension of target conjunctions before and after instruction. The author taught the use of target conjunctions to the participants, with instruction for half of the conjunctions presented in English and half in Spanish. No consistent difference was found in participants’ performance on the post-test for conjunctions taught in Spanish as compared to those taught in English. The language of instruction appeared to have no effect on student performance.

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