ERIC Number: EJ1046201
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 60
Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?
Fitzgerald, Jill; Amendum, Steven J.; Relyea, Jackie Eunjung; Garcia, Sandra G.
Reading & Writing Quarterly, v31 n1 p68-95 2015
The present study investigated whether young Latino dual-language learners' 2-year English reading growth varied over time according to their initial overall oral English ability. We followed 41 Latino children for 2 years. We tested overall oral English at the beginning of the study and administered multiple curriculum-based reading assessments at the beginning, middle, and end of each of the 2 years. The main conclusions were as follows: (a) The pattern of Instructional Reading Level growth and sound- and word-level subprocesses varied according to Overall Oral English ability. However, the impact of oral English was principally for students who had extremely low initial oral English. (b) There was no differential pattern in Comprehension or Fluency growth according to initial Overall Oral English.
Descriptors: Hispanic Americans, English (Second Language), Reading Skills, Language Skills, Oral Language, Reading Tests, Longitudinal Studies, Phoneme Grapheme Correspondence, Language Proficiency, Reading Comprehension, Reading Fluency, Bilingual Students, Curriculum Based Assessment, Grade 1, Grade 2, Elementary School Students, Grade 3, Spanish Speaking, Standardized Tests, Phonological Awareness, Phonics, Pronunciation, Word Lists, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Oral and Written Language Scales; Wide Range Achievement Test; Woodcock Munoz Language Survey