Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3

Autor/inn/en	Baker, Doris Luft; Park, Yonghan; Baker, Scott K.; Basaraba, Deni Lee; Kame'enui, Edward J.; Beck, Carrie Thomas
Titel	Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3
Quelle	In: Journal of School Psychology, 50 (2012) 6, S.737-758 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.09.002
Schlagwörter	Reading Programs; English (Second Language); Reading Difficulties; Second Language Learning; Reading Comprehension; Reading Fluency; Bilingualism; Grade 1; Grade 3; Elementary School Students; Longitudinal Studies; Program Effectiveness; Spanish Speaking; Poverty; Low Achievement; Risk; Reading Instruction; Comparative Analysis; Scores; Bilingual Education; Teaching Methods + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Reading difficulty; Leseschwierigkeit; Zweitsprachenerwerb; Leseverstehen; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Unterdurchschnittliche Leistung; Risiko; Leseunterricht; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results of piecewise growth modeling analysis indicated that ELs in the paired bilingual group made more growth on oral reading fluency in English than ELs in the English-only group across all grades. Conversely, regression analysis revealed that the difference in reading comprehension outcomes between these two groups was not statistically significant in first and third grades, independent of risk category, whereas in second-grade, at-risk ELs in the paired bilingual group had statistically significant higher scores in reading comprehension than ELs in the English-only group ("d" = +0.51). In general, ELs at risk for reading difficulties appeared to benefit more from the paired bilingual program than ELs with moderate or low-risk for reading difficulties. Implications of findings to advance theory and practice on the most effective program to teach reading to ELs are discussed. (Contains 8 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10