First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers

Autor/in	Kung, Melody
Titel	First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers
Quelle	In: AERA Open, 5 (2019) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Reading Instruction; Grade 1; Elementary School Students; Reading Improvement; Language Minorities; English; Native Language; Children; Longitudinal Studies; Grade 8; Asian American Students; Secondary School Students; Instructional Effectiveness; Phoneme Grapheme Correspondence; Time on Task; Surveys; Reading Comprehension; Immigrants; Early Adolescents; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Sprachminderheit; English language; Englisch; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 08; 8. Schuljahr; Schuljahr 08; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Sekundarschüler; Unterrichtserfolg; Zeitaufwand; Survey; Umfrage; Befragung; Leseverstehen; Immigrant; Immigrantin; Immigranten
Abstract	The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows: (a) The relation between first-grade sounds/letters instruction and reading growth slightly differed for Asian LMs and NEs. For example, Asian LMs who received more sounds/letters instructional emphasis decelerated less through middle grades, and by eighth grade, performed on par with NEs. (b) The relation between first-grade meaning instructional emphasis and reading growth did not differ for the two groups. (c) NEs experienced more deceleration through middle grades. Implications and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01