ERIC Number: EJ757901
Record Type: Journal
Publication Date: 2006
Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties
Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J.
Journal of Learning Disabilities, v39 n1 p56-73 Jan-Feb 2006
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), "Woodcock Language Proficiency Battery-Revised" Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).
Descriptors: Second Language Learning, Reading Difficulties, Reading Skills, Language of Instruction, Intervention, Reading Programs, Reading Fluency, Oral Language, Language Proficiency, Instructional Effectiveness, Grade 1, Spanish Speaking, English (Second Language), Comparative Analysis, Phoneme Grapheme Correspondence, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Language Proficiency Battery