Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?

Autor/inn/en	Fitzgerald, Jill; Amendum, Steven J.; Relyea, Jackie Eunjung; Garcia, Sandra G.
Titel	Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?
Quelle	In: Reading & Writing Quarterly, 31 (2015) 1, S.68-95 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2013.857972
Schlagwörter	Hispanic Americans; English (Second Language); Reading Skills; Language Skills; Oral Language; Reading Tests; Longitudinal Studies; Phoneme Grapheme Correspondence; Language Proficiency; Reading Comprehension; Reading Fluency; Bilingual Students; Curriculum Based Assessment; Grade 1; Grade 2; Elementary School Students; Grade 3; Spanish Speaking; Standardized Tests; Phonological Awareness; Phonics; Pronunciation; Word Lists; Statistical Analysis; Oral and Written Language Scales; Wide Range Achievement Test; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skills; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Standadised tests; Standardisierter Test; Aussprache; Wortliste; Statistische Analyse
Abstract	The present study investigated whether young Latino dual-language learners' 2-year English reading growth varied over time according to their initial overall oral English ability. We followed 41 Latino children for 2 years. We tested overall oral English at the beginning of the study and administered multiple curriculum-based reading assessments at the beginning, middle, and end of each of the 2 years. The main conclusions were as follows: (a) The pattern of Instructional Reading Level growth and sound- and word-level subprocesses varied according to Overall Oral English ability. However, the impact of oral English was principally for students who had extremely low initial oral English. (b) There was no differential pattern in Comprehension or Fluency growth according to initial Overall Oral English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10