Contextual Effects of Bilingual Programs on Beginning Reading

Autor/inn/en	Branum-Martin, Lee; Foorman, Barbara R.; Francis, David J.; Mehta, Paras D.
Titel	Contextual Effects of Bilingual Programs on Beginning Reading
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.341-355 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019053
Schlagwörter	Reading Comprehension; Immersion Programs; Beginning Reading; Language of Instruction; Bilingual Education Programs; Grade 1; Bilingualism; Context Effect; Spanish; English; Spanish Speaking; English (Second Language); Second Language Instruction; Second Language Learning; California; Texas + Suchen Sie Ihr Suchwort? Leseverstehen; Immersionsprogramm; Erstleseunterricht; Teaching language; Unterrichtssprache; School year 01; 1. Schuljahr; Schuljahr 01; Bilingualismus; Spanisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Kalifornien
Abstract	This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or Spanish maintenance bilingual programs. Detailed observations of teachers' instructional language were made, sampled within the year. The analyses allowed classroom-level differences to be separated from student-level differences, and for Spanish and English passage comprehension to be considered simultaneously. While mean differences between programs were reduced for English passage comprehension, maintenance programs still outperformed immersion programs in Spanish. Results also indicated large program and locale covariance differences at the classroom level, implying important differences in how these programs operate in these locales. (Contains 6 tables, 3 figures, and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10