The Effects of Language of Instruction on the Reading and Writing Achievement of First-Grade Hispanic Children.

Carlisle, Joanne F.; Beeman, Margaret M.

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Peer reviewed

ERIC Number: EJ634546

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1088-8438

EISSN: N/A

The Effects of Language of Instruction on the Reading and Writing Achievement of First-Grade Hispanic Children.

Carlisle, Joanne F.; Beeman, Margaret M.

Scientific Studies of Reading, v4 n4 p331-53 Oct 2000

Finds that (1) children taught in Spanish did not differ from those taught in English on English reading and writing but were significantly stronger on Spanish reading and writing; (2) being taught literacy in Spanish contributed to performance in Spanish reading comprehension; but (3) being taught in English did not have the same positive effect on performance in English reading comprehension. (RS)

Descriptors: Bilingual Education Programs, Grade 1, Hispanic American Students, Instructional Effectiveness, Language of Instruction, Primary Education, Reading Achievement, Reading Comprehension, Spanish, Writing Achievement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Published by Lawrence Erlbaum Associates, Inc, 10 Industrial Avenue, Mahwah, NJ 07430.