Shared Book Reading for Spanish-Speaking Emergent Bilinguals: A Review of Experimental Studies

Autor/inn/en	Pico, Danielle L.; Woods, Christine
Titel	Shared Book Reading for Spanish-Speaking Emergent Bilinguals: A Review of Experimental Studies
Quelle	In: Review of Educational Research, 93 (2023) 1, S.103-138 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pico, Danielle L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543221095112
Schlagwörter	Reading Strategies; Bilingual Students; Spanish Speaking; Language Proficiency; English (Second Language); English Language Learners; Second Language Learning; Vocabulary Development; Intervention; Hispanic American Students; Academic Achievement; Reading Instruction; Oral Language; Language Skills; Educational Research; Preschool Education; Elementary Education; Preschool Children; Elementary School Students; Family Environment; Language Usage + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Leseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Bildungsforschung; Pädagogische Forschung; Pre-school education; Vorschulerziehung; Elementarunterricht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Familienmilieu; Sprachgebrauch
Abstract	It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school settings on students' language growth, the majority of these have either not included EBs or addressed their participants' language learner status. In this review, we sought to identify all peer-reviewed experimental study reports examining the effects of SBR on language-related outcomes for Spanish-speaking EBs. We identified 17 relevant studies, 11 of which we determined met What Works Clearinghouse™ (WWC) quality standards with or without reservations. Of these, 10 also demonstrated statistically significant effects on at least one language-related outcome. Included studies primarily examined vocabulary outcomes, with mostly medium to large effect sizes found on researcher-designed (RD) measures. We reported on components found across different SBR interventions, and made recommendations for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01