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ERIC Number: ED248708
Record Type: RIE
Publication Date: 1984-Apr
Pages: 56
Abstractor: N/A
Reference Count: 0
A Longitudinal Look at Classroom Instruction and Reading Acquisition by Spanish-English Bilingual Students.
Hoover, Wesley A.; And Others
A comprehensive six-year longitudinal study of the development of reading skills during the primary grades for a large sample of bilingual (Spanish-English) children and smaller samples of monolingual (English or Spanish) children is outlined at its midpoint. In this natural variation study, approximately 350 children taught by 200 teachers in 20 schools in six districts are tracked through the primary years. Their reading development and mastery of formal language is examined in detail each year through multiple measures, as is their instruction, through an array of indices, including classroom observations made throughout each academic year. In addition, information about the teachers' background, training, and language skills is gathered. Data available at this stage of the study, from a subsample of 63 children in grades 1-3, on several of the components of an interactive reading assessment in English and Spanish are analyzed and presented in detail, including charts of average growth and performance profiles for a variety of the measures used. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).