ERIC Number: EJ1037630
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 79
Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?
Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis
Literacy Research and Instruction, v53 n4 p269-286 2014
This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in English predict first grade reading achievement for Spanish-speaking students as effectively as they do for English speakers? Participants were 3,448 economically disadvantaged students (50% spoke Spanish at home) from 243 schools. Regression analyses demonstrated that kindergarten variables accounted for similar percentages of variance in first grade reading for both Spanish speakers (43% in fall, 46% in spring) and non-Spanish speakers (49% in fall, 46% in spring) and that fall and spring variables were equally effective in predicting later achievement for both groups.
Descriptors: Reading Achievement, Elementary School Students, Economically Disadvantaged, Regression (Statistics), Kindergarten, Spanish, Alphabets, Phonological Awareness, Literacy, English (Second Language), Second Language Learning, Screening Tests, Measures (Individuals), Grade 1, Rhyme, Predictor Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Authoring Institution: N/A