Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Autor/inn/en	Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King
Titel	Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Quelle	(2015), (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0731948715616757
Schlagwörter	Small Group Instruction; Reading Instruction; Grade 1; Elementary School Students; Spanish Speaking; English Language Learners; Reading Difficulties; At Risk Students; Bilingual Education; Language of Instruction; Randomized Controlled Trials; Longitudinal Studies; Comparative Analysis; Conventional Instruction; Pretests Posttests; Skill Development; Reading Skills; Hispanic American Students; Emergent Literacy; Reading Fluency; Reading Tests; Achievement Tests; Standardized Tests; Statistical Analysis; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition (n = 39) or a comparison condition (n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed. [This paper was published in "Learning Disability Quarterly" (EJ1119703).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06