A Longitudinal Investigation of Reading Development from Kindergarten to Grade Eight in a Spanish-Speaking Bilingual Population

Autor/inn/en	Grimm, Ryan P.; Solari, Emily J.; Gerber, Michael M.
Titel	A Longitudinal Investigation of Reading Development from Kindergarten to Grade Eight in a Spanish-Speaking Bilingual Population
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 3, S.559-581 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9798-1
Schlagwörter	Elementary School Students; Middle School Students; Hispanic American Students; Bilingual Students; Spanish; English; Reading Skills; Longitudinal Studies; Minority Group Students; Reading Tests; Standardized Tests; Comparative Analysis; Kindergarten; Alphabets; Phonological Awareness; Vocabulary Development; Literacy Education; Scores; Achievement Gains; Achievement Gap; Predictor Variables; Language Minorities; Reading Comprehension; Structural Equation Models; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Spanisch; English language; Englisch; Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Standadised tests; Standardisierter Test; Buchstabenschrift; Wortschatzarbeit; Achievement gain; Leistungssteigerung; Prädiktor; Sprachminderheit; Leseverstehen; Kalifornien
Abstract	This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample's literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01