Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

Autor/inn/en	Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J.
Titel	Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 39 (2006) 1, S.56-73 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Second Language Learning; Reading Difficulties; Reading Skills; Language of Instruction; Intervention; Reading Programs; Reading Fluency; Oral Language; Language Proficiency; Instructional Effectiveness; Grade 1; Spanish Speaking; English (Second Language); Comparative Analysis; Phoneme Grapheme Correspondence; Measures (Individuals); Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Teaching language; Unterrichtssprache; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten
Abstract	The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), "Woodcock Language Proficiency Battery-Revised" Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10