Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind

Autor/inn/en	Rojas, Raúl; Hiebert, Lindsey; Gusewski, Svenja; Francis, David J.
Titel	Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
Quelle	In: New Directions for Child and Adolescent Development, (2019) 166, S.43-77 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francis, David J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20305
Schlagwörter	Spanish Speaking; Educational Indicators; Bilingualism; Oral Language; English Language Learners; Language of Instruction; English (Second Language); Second Language Learning; Kindergarten; Grade 1; Grade 2; Elementary School Students; Reading Tests; Standardized Tests; Language Skills; Skill Development; Longitudinal Studies; Correlation; Identification; Reading Achievement; Reading Difficulties; Narration; Intervention + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Bilingualismus; Oral interpretation; Mündlicher Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lesetest; Standadised tests; Standardisierter Test; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Identifikation; Identifizierung; Leseleistung; Reading difficulty; Leseschwierigkeit
Abstract	This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish from kindergarten to Grade 2 from 1,243 ELs primarily instructed in English or Spanish. Conditional growth curve models yielded four primary findings of reading and oral language development. First, ELs with low reading achievement at the end of Grade 2 demonstrated early reading difficulties during kindergarten. Second, although ELs demonstrated overall higher reading achievement in their instructed language, this difference decreased over time. Third, ELs with low reading achievement at the end of Grade 2 demonstrated lower oral language skills in each language over time. Fourth, ELs demonstrated overall higher oral language skills in their instructed language, yet these differences varied over time. The study provided a detailed description of the longitudinal relations among the bilingual reading and oral language skills of Spanish-speaking ELs during the early school years. These findings help to inform the processes of early identification and intervention for Spanish-speaking ELs who are likely to demonstrate reading achievement difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01