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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Authoring Institution: N/A