ERIC Number: ED119177
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Relationships between Spanish and English Reading Skill and Concept Usage in Spanish and English by Mexican-American Bilingual Migrant Children.
Carline, Donald E.; And Others
This study compared Spanish and English reading skill with concept usage and was directed at predicting oral reading level. A total of 144 bilingual migrant children, aged seven through twelve years, from six summer programs in Colorado were administered the Test of Concept Utilization (TCU) and the Silvaroli Informal Reading Inventory in both Spanish and English on alternate days. The main finding in TCU scores across all ages was that children gave more semantic discrepant responses in English than in Spanish, indicating that children were more fluent in Spanish. For the most part, however, the mean scores for TCU concept categories were the same in Spanish and English. The main reading level in English was approximately three years behind for all ages. Reading in Spanish was almost nonexistent, with twelve-year-olds (sixth grade students) barely reading at a first grade level. It was essentially impossible to predict reading scores from TCU scores in Spanish because of the low reading ability in Spanish. In English, the concepts of shape and homogeneous function were the most consistent predictors for all age groups. (Author/JM)
Descriptors: Bilingual Students, Elementary Education, English (Second Language), Mexican Americans, Migrant Children, Reading, Reading Skills, Spanish, Spanish Speaking
Bureau of Educational Field Services, School of Education, University of Colorado, Boulder, Colorado 80309 ($1.50)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Colorado Univ., Boulder. Bureau of Educational Field Services.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I