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ERIC Number: EJ1028360
Record Type: Journal
Publication Date: 2014-Feb
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?
Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill
Psychology in the Schools, v51 n2 p126-142 Feb 2014
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchical multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish-speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Elementary Education; Kindergarten; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A