Immersion versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification among Children, Classrooms, and Schools

Autor/inn/en	Branum-Martin, Lee; Mehta, Paras D.; Francis, David J.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Immersion versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification among Children, Classrooms, and Schools
Quelle	(2011), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immersion Programs; Spanish; English; Native Language; Kindergarten; Grade 1; Grade 2; Early Reading; Longitudinal Studies; Language Maintenance; Alphabets; Identification; Word Recognition; Program Effectiveness; Classroom Environment; School Effectiveness + Suchen Sie Ihr Suchwort? Immersionsprogramm; Spanisch; English language; Englisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Frühlesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachpflege; Buchstabenschrift; Identifikation; Identifizierung; Worterkennung; Klassenklima; Unterrichtsklima; Schuleffizienz
Abstract	This study estimates program effects (English immersion versus primary language instruction using varying degrees of Spanish) upon English and Spanish word identification in the context of changing classrooms (cross-classification) from kindergarten through second grade. Letter-word identification is an important predictor of early reading achievement (Scarborough, 2001, 2005). In particular, the authors are interested in classroom and school differences not merely as noise to be removed, but as indicators of substantively important differences in implementation and practice. The student participants were 1,991 children (49% female) taught by 421 teachers across the 3 years of the longitudinal project, kindergarten to second grade. Seventy-five percent of the families reported earning less than $30,000 per year, and 79% had foreign-born fathers. Results suggest that in English, Spanish language instruction may facilitate the learning of English over time, as evidenced by the maintenance programs catching up to the English performance of the immersion programs. In Spanish letter-word identification, immersion programs show improving performance over time, but at a slower pace than the Spanish maintenance programs. These program-by-time interactions, however, are not completely correct and will require further verification. (Contains 4 figures and 3 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10