Shifting Deficit Paradigms of Latino Emerging Bilingual Students' Literacy Achievement: Documenting Biliterate Trajectories

Autor/inn/en	Butvilofsky, Sandra A.; Hopewell, Susan; Escamilla, Kathy; Sparrow, Wendy
Titel	Shifting Deficit Paradigms of Latino Emerging Bilingual Students' Literacy Achievement: Documenting Biliterate Trajectories
Quelle	In: Journal of Latinos and Education, 16 (2017) 2, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2016.1205987
Schlagwörter	Bilingual Students; Hispanic American Students; Longitudinal Studies; Emergent Literacy; Bilingual Education Programs; Spanish Speaking; English (Second Language); Achievement Gains; Reading Achievement; Writing Achievement; Cohort Analysis; Benchmarking; Reading Tests; Writing Tests; Elementary School Students; Colorado + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement gain; Leistungssteigerung; Leseleistung; Kohortenanalyse; Lesetest; Writing test; Schreibtest
Abstract	The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students' biliteracy development such as through the use of biliterate trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01