The Effects of Developing English Language and Literacy on Spanish Reading Comprehension

Autor/inn/en	Spies, Tracy G.; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Garza, Tiberio; Huerta, Margarita
Titel	The Effects of Developing English Language and Literacy on Spanish Reading Comprehension
Quelle	In: Journal of Educational Research, 111 (2018) 5, S.517-529 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1306686
Schlagwörter	Reading Comprehension; Literacy; Longitudinal Studies; English Language Learners; Spanish Speaking; Second Language Learning; Interference (Language); Grade 2; Grade 3; Grade 1; Path Analysis; Statistical Significance; Control Groups; Experimental Groups; Vocabulary Development; Grammar; Intervention; Bilingual Education; Randomized Controlled Trials; Standardized Tests; Statistical Analysis + Suchen Sie Ihr Suchwort? Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Pfadanalyse; Wortschatzarbeit; Grammatik; Bilingual teaching; Bilingualer Unterricht; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1-3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < 0.05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01