Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results from a National Randomized Controlled Trial of Descubriendo la Lectura

Autor/inn/en	Borman, Trisha H.; Borman, Geoffrey D.; Houghton, Scott; Park, So Jung; Zhu, Bo; Martin, Alejandra; Wilkinson-Flicker, Sidney
Titel	Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results from a National Randomized Controlled Trial of Descubriendo la Lectura
Quelle	In: AERA Open, 5 (2019) 3, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Spanish Speaking; Grade 1; Elementary School Students; English Language Learners; Literacy Education; Individual Instruction; Native Language Instruction; Instructional Effectiveness; Hispanic American Students; Standardized Tests; Achievement Tests; English (Second Language); Intervention; Texas; Illinois; Arizona; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Individuelles Lernen; Native language education; Muttersprachlicher Unterricht; Unterrichtserfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01