Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems

Autor/inn/en	Vaughn, Sharon; Cirino, Paul T.; Tolar, Tammy; Fletcher, Jack M.; Cardenas-Hagan, Elsa; Carlson, Coleen D.; Francis, David J.
Titel	Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems
Quelle	In: Journal of Research on Educational Effectiveness, 1 (2008) 3, S.179-214 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Reading Difficulties; Intervention; Language of Instruction; At Risk Students; Second Language Learning; Effect Size; Reading Instruction; Supplementary Education; English (Second Language); Spanish; Transfer of Training; Instructional Effectiveness; Outcomes of Education; Identification; Statistical Analysis; Measures (Individuals); Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Leseunterricht; Ergänzungsunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Training; Transfer; Ausbildung; Unterrichtserfolg; Lernleistung; Schulerfolg; Identifikation; Identifizierung; Statistische Analyse; Messdaten
Abstract	We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for intervention was matched with language of core reading instruction. Participants were 300 students at risk for reading difficulties who were randomly assigned to intervention or comparison groups; there were 186 students from the four samples assessed in both languages (Spanish, English) 3 or 4 years after intervention completion (Spring Grade 4 or 5). Findings from the Spanish study revealed few statistically significant differences in favor of intervention students on Spanish measures, although effect sizes generally favored this group (median d = +0.33). Findings from the English study also revealed few statistically significant differences in favor of intervention students, though again, effect sizes were positive (median d = +0.23). Transfer effects were generally small, though nearly all were positive. Although the effects were small, receipt of intervention in Grade 1 was associated with clinically significant gains in a variety of literacy-related domains 3 to 4 years after the termination of supplemental instruction. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10