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dc.contributor.authorBarrow, Jasmine
dc.description1 online resource (59 pages) : color illustrations.en_US
dc.description.abstractThis mixed research study addressed the research question: does dialogic reading influence migrant students' language output and literacy skills? The study was based in Western New York (WNY) and was conducted in an agriculture-based migrant center. The participants of the study were 4 years of age and were both female and male. The current literature indicated that the use of comprehensible input is beneficial to the language output of English language learners (ELLs) in both the home language and the target language. The data was collected through a series of interviews and observations using anecdotal notes and an interview protocol. The compiled data was analyzed and reported through themes and visual graphs which indicated that there was a positive correlation between the use of dialogic reading and the increased output of the target language, English. [from author's abstract]en_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectLiteracy--Study and teaching (Preschool)--Case studies.en_US
dc.subjectLinguistic minorities---Education---New York (State).en_US
dc.subjectLanguage acquisitionen_US
dc.subjectChildren with immigrants--Education--New York (State), Western.en_US
dc.titleThe effect of dialogic reading on second language acquisition, output, and literacy of migrant students in early childhooden_US
dc.description.institutionSUNY at Fredonia

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