ERIC Number: EJ775233
Record Type: Journal
Publication Date: 2003-Nov
Reference Count: 0
The Development of Reading in Children Who Speak English as a Second Language
Lesaux, Nonie K.; Siegel, Linda S.
Developmental Psychology, v39 n6 p1005-1019 Nov 2003
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All children received phonological awareness instruction in kindergarten and phonics instruction in Grade 1. By the end of Grade 2, the ESL speakers' reading skills were comparable to those of L1 speakers, and ESL speakers even outperformed L1 speakers on several measures. The findings demonstrate that a model of early identification and intervention for children at risk is beneficial for ESL speakers and also suggest that the effects of bilingualism on the acquisition of early reading skills are not negative and may be positive.
Descriptors: Kindergarten, Grade 1, Grade 2, Beginning Reading, Elementary School Students, English (Second Language), Second Language Learning, Native Speakers, Longitudinal Studies, Reading Skills, Comparative Analysis, Reading Instruction, Bilingualism, Early Intervention
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Kindergarten
Authoring Institution: N/A
IES Cited: ED497258