Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners

Autor/inn/en	Gonzales, Wendy; Tejero Hughes, Marie
Titel	Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners
Quelle	In: Reading Psychology, 42 (2021) 4, S.411-434 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzales, Wendy) ORCID (Tejero Hughes, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1888352
Schlagwörter	Spanish; Literacy Education; Outcomes of Education; English Language Learners; Intervention; English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Transfer of Training; Native Language Instruction; Phonics; Teaching Methods; Achievement Gains; Measures (Individuals); Faculty Development; Culturally Relevant Education; Grade 1; Elementary School Students; Bilingual Education; Reading Fluency; Emergent Literacy; Reading Tests; Phonemic Awareness; Reading Comprehension; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Spanisch; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Training; Transfer; Ausbildung; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Messdaten; School year 01; 1. Schuljahr; Schuljahr 01; Bilingual teaching; Bilingualer Unterricht; Frühleseunterricht; Lesetest; Leseverstehen
Abstract	Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their understanding to their learning in English. Thus, it is critical to understand how Spanish literacy interventions used in schools affect the English literacy outcomes of struggling ELs. The purpose of this study was to determine how a Spanish phonics-based literacy intervention, used during Tier 2 of a multi-tiered system of supports (MTSS), affects ELs' literacy skills in Spanish and English. Overall, a positive growth trend was noted on all literacy measures in both languages, while statistically significant results were obtained for Spanish and English phonics. Given the positive impact on students' Spanish and English literacy development, native language instruction and interventions should be provided to struggling ELs. Other implications include the need for teacher preparation in the area of bilingual education as well as the implementation of culturally responsive reading interventions in the students' native language to assist them in bridging the literacy achievement gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01