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1. De Par en Par (Wide Open), 1994.

Author

Embassy of Spain, Washington, DC. Education Office.

Abstract

This document consists of three issues (1994) of a Spanish language periodical directed at elementary and middle school-aged children. Contained in these periodicals are a variety of activities designed to encourage the reader to learn and practice the Spanish language. Each issue focuses on a particular topic, e.g., "The Spring,""Inventions and Discoveries," and "My District." Issue 5 features four activities centered around clouds: (1) "Many Types of Clouds; (2) "Identification of Clouds"; (3) "Clear Days, Clear Nights"; and (4) "Clouds in Three Dimensions." Some of the topics in Issue 6 are: (1) "I Learn about Paper"; (2) "I Find Information"; and (3) "I Work with Paper." Issue 7 is divided into the following sections: (1) information concerning a district in Los Angeles, California; (2) preparation of dossiers of information on one's own district; and (3) details of the information dossiers on one's own neighborhood. Each one of these sections contains pictures, questions to be answered, and activities to be performed by the young readers to sharpen their skills in Spanish. Activities include things to do, games to play, reading, information to learn, subjects to investigate, and drawing. (CK)

Published
1994

2. Impacto de un programa de lectura extensiva en la adquisicion de una segunda lengua (Impact of an Extensive Reading Program on Second Language Acquisition).

Author

Coll, Ana

Abstract

This study investigates the application of Krashen's Input Hypothesis, studying the relationship between exposure to the target language and language acquisition within the context of the English-as-a-foreign-language secondary classroom in Spain. The project studied the effect of additional reading instruction with emphasis on reading for pleasure. Series of graded readers were made available to students in the experimental group who were asked to turn in short reports on which they received teacher feedback. An average of 15 hours of after school reading was completed by students in the experimental group. Student achievement was evaluated via the short form of the English Language Skills Assessment (ELSA), a multiple-choice cloze test, a dictation test, the Spew test (vocabulary), and a self-assessment measure. The difference between control and experimental groups was not significant. The following possible explanations are provided: reading does not correlate with greater achievement in a second language; the treatment provides either inadequate or insufficient input to support Krashen's hypothesis; the length of the study was insufficient to show significant results; the measurement tools used were inadequate to capture differences. (SR)

Published
1991