ERIC Number: EJ1029172
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model
Sparrow, Wendy; Butvilofsky, Sandra; Escamilla, Kathy; Hopewell, Susan; Tolento, Teresa
Bilingual Research Journal, v37 n1 p24-42 2014
This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K-5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students' biliterate development, demonstrating the potential of the model in developing students' biliterate trajectories. In addition, participating students outperformed their peers on the state-mandated assessment. Findings have implications for instruction and support the research that providing students with paired literacy instruction allows students to develop on a biliterate trajectory without hindering their literacy development in either language.
Descriptors: Longitudinal Studies, Bilingualism, School Districts, English (Second Language), Second Language Learning, Spanish, Literacy, Native Language, Language Acquisition, Elementary School Students, Achievement Gains, Literacy Education, Instructional Effectiveness, Teaching Methods, Cooperative Learning, Holistic Approach, Faculty Development, Student Evaluation, Scoring Rubrics, Writing Evaluation, State Standards, Scores, Correlation, Reading Writing Relationship, Outcomes of Education, Language Tests
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: N/A