Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten

Autor/inn/en	Ford, Karen L.; Cabell, Sonia Q.; Konold, Timothy R.; Invernizzi, Marcia; Gartland, Lauren B.
Titel	Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 6, S.889-912 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-012-9397-0
Schlagwörter	Profiles; Phonetics; Alphabets; Spelling; Kindergarten; Speech Communication; Second Language Learning; Emergent Literacy; Phonological Awareness; English Language Learners; Spanish Speaking; English (Second Language); Second Language Instruction; Multivariate Analysis; Grade 1; Correlation; Hispanic American Students + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Phonetik; Fonetik; Buchstabenschrift; Schreibweise; Zweitsprachenerwerb; Frühleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Multivariate Analyse; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students' individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10