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ERIC Number: EJ1119703
Record Type: Journal
Publication Date: 2016-Nov
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0731-9487
Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King
Learning Disability Quarterly, v39 n4 p226-239 Nov 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition (n = 39) or a comparison condition (n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests
IES Funded: Yes
Grant or Contract Numbers: R324A090104