A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools

Autor/inn/en	Parsons, Christine E.; Lyddy, Fiona
Titel	A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 5, S.511-529 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1019412
Schlagwörter	Literacy; Bilingualism; Second Language Learning; Longitudinal Studies; Foreign Countries; Irish; English; Immersion Programs; Reading Instruction; Vocabulary Development; Decoding (Reading); Comparative Analysis; Language of Instruction; Elementary School Students; Task Analysis; Measures (Individuals); Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Irisch; English language; Englisch; Immersionsprogramm; Leseunterricht; Wortschatzarbeit; Dekodierung; Teaching language; Unterrichtssprache; Aufgabenanalyse; Messdaten; Statistische Analyse; Irland
Abstract	Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). This study compared the development of Irish and English skills in children attending different school types, assessing word reading, decoding and vocabulary at three time points (second, third and fourth year of schooling). Children attending Irish-medium schools and a school in an Irish-speaking (Gaeltacht) community performed significantly better than children attending an English-medium school on the Irish tasks. Differences between the IRF and ERF school children were evident only at the first time point, with IRF children showing an early advantage in decoding. Differences between the school groups on the English tasks were largely resolved by the fourth year of schooling. Comparing the Irish-medium groups on English reading, the Gaeltacht group initially lagged behind the others, but there was no difference by the fourth year of schooling. These findings suggest that the language in which reading is formally introduced is not critical to later reading attainment. Furthermore, teaching through Irish was associated with Irish language advantages, without detriment to English reading skill as measured here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01