Cognate Instruction and Bilingual Students' Improved Literacy Performance

Autor/inn/en	García, Georgia Earnest; Sacco, Lena J.; Guerrero-Arias, Beatriz Eugenia
Titel	Cognate Instruction and Bilingual Students' Improved Literacy Performance
Quelle	In: Reading Teacher, 73 (2020) 5, S.617-625 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1884
Schlagwörter	Teaching Methods; Spanish; English (Second Language); Second Language Learning; Bilingual Students; Spelling; Reading; Writing Skills; Grade 4; Grade 3; Comparative Analysis; Reading Comprehension + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibweise; Leseprozess; Lesen; Writing skill; Schreibfertigkeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen
Abstract	Spanish-English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students' reading materials, but few researchers have documented elementary-age bilingual (Spanish-English) students' actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third-grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish-English cognates, and the completion of cognate lessons related to the students' English instruction on electricity. The fourth graders received cognate instruction to support their English reading comprehension. After instruction, most of the third graders used cognates for spelling and writing but not for reading, whereas most of the fourth graders used cognates to improve their English reading comprehension. Recommendations are made for how to teach cognates to bilingual students in bilingual, English-only, and English as a second language classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01