Download or read book The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners written by Graciela F. Reyes-McDonald and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The developmental interdependence hypothesis proposes that a higher level of proficiency in the first language is more likely to contribute to the acquisition of a second language and that threshold levels of language proficiency in both the first and second language must be attained to allow for beneficial effects for cognitive and academic functioning. The theory proposes that to have a full account of the lexical knowledge of English language learners (ELLs), measurement must address both languages. The current study tested the assumptions of the developmental interdependence hypothesis. The Woodcock-Johnson III Tests of Cognitive Abilities and the Diagnostic Supplement was used to measure Bilingual Verbal Ability. To investigate the effects of instruction on language ability, the study controlled for length of program enrollment for a group of second graders and compared the Bilingual and English verbal ability of 34 ELLs who consistently received instruction in English in an English as a Second Language (ESL) program with that of 19 ELLs who had consistently received instruction in both English and Spanish in a dual language setting. It was hypothesized that the students receiving consistent dual language instruction would demonstrate increased Bilingual and English verbal ability. Reading curriculum-based measurement (R-CBM) was used to measure the English oral reading fluency growth of 77 ELL second grade students. R-CBM data was analyzed utilizing hierarchical linear modeling (HLM) in order to determine the within-year English oral reading fluency trajectories of the students. Bilingual verbal ability was hypothesized to positively influence the beginning-of-year oral reading fluency level and the rate of growth for English oral reading fluency of individual students. Results indicated that students' verbal ability was not significantly different based on the type of bilingual program instruction they had received and that Bilingual verbal ability significantly and positively predicted Fall English oral reading fluency, but not growth rate, for a group of second grade ELLs. It was concluded that there was a relationship between Bilingual verbal ability and English oral reading fluency; however, the results of multilevel analysis indicated that there remained much unexplained variance in the model.
Download or read book Language and Literacy Development in Bilingual Settings written by Aydin Yücesan Durgunoglu and published by Guilford Press. This book was released on 2011-03-14 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.
Download or read book Academic Language Proficiency Development and Its Impact on Reading Comprehension written by Tracy Spies and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data collected were a part of a longitudinal, federally funded experimental project entitled English Language and Literacy Acquisition (Project ELLA). The purpose of this study was (a) to test a path model on discrete L2 academic language proficiency variables on L2 reading comprehension, (b) to test a path model on discrete L2 academic language proficiency variables and L2 reading comprehension on L1 reading comprehension, and (c) to compare the influence of L2 language development on reading comprehension development in L2 and L1 between students enrolled in transitional bilingual education experimental (TBE-E) classrooms and those enrolled in the transitional bilingual education control or typical (TBE-T) classrooms. Results indicated the two groups did not differ significantly in their overall levels of achievement. However, striking differences were noted in how the academic language proficiency variables influenced reading comprehension outcomes. English listening comprehension, vocabulary, and grammar had significant influences on reading comprehension in the TBE-E group while English listening comprehension was the only predictor variable for the TBE-T group. Cross-linguistic transfer was established in the TBE-E group from English reading comprehension to Spanish reading comprehension whereas no transfer was detected in the TBE-T group. It is evident that high quality comprehensive ESL instruction develops academic oral language proficiency that contributes to effective reading comprehension while students continue to learn in their native language. However, in the absence of a high quality ESL instruction, students may develop academic oral language proficiency, but are ineffective in utilizing these skills for reading comprehension. It is also evident that time spent developing quality L2 reading comprehension influences L1 reading comprehension even though less time is spent in L1, suggesting cross-linguistic transfer from L2 to L1. More effective English skills coupled with effective native language skills suggests the TBE-E students have added cognitive benefits of bilingualism while the TBE-T students remain ineffective in using available language proficiency skills for effective reading comprehension.
Download or read book Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English written by Cindy Lynn Guerrero and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English language learners. Struggling readers who do not receive early intervention are at-risk for reading failure and often continue to struggle with reading and academics. This small-n, quasi-experimental, longitudinal study (n=20) explored the differences in English reading between two closely matched groups of elementary Spanish-speaking ELLS, identified as struggling English readers, representing both structured English immersion and transitional bilingual programs. Treatment students received two years of supplemental English direct reading instruction provided by highly-trained bilingual paraprofessionals during Grades 2 and 3. Control students received standard district-based ESL instruction. This study derived from a randomized, longitudinal, federally funded research project (Project ELLA, #R305P030032) targeting native Spanish-speaking ELLs from low-SES backgrounds in a large urban school district in Southeast Texas. Scores for English oral reading fluency and broad reading ability were used to compare growth over time and to compare students across conditions using descriptive statistics and repeated measures mixed analysis of variance (ANOVA). Students demonstrated statistically significant gains over time in both English oral reading and English road reading ability. However, there were no significant differences in oral reading fluency or broad reading ability between conditions at the end of Grade 3. Additional exploratory analyses further examined bilingual program within the treatment group. Treatment students demonstrated similar growth in English oral reading fluency, across both bilingual programs. In English broad reading ability, transitional bilingual treatment students outperformed structured English immersion treatment students. The findings of this study expand the work of previous researchers in the area of supplemental direct English reading instruction of Grade 1 Spanish-speaking ELLs. The study adds to research that has not yet reported longitudinal L2 oral reading fluency and L2 broad reading findings for ELLs in Grades 2 and 3 who are struggling to learn to read in English. This study also contributes to limited studies investigating the effectiveness of bilingual paraprofessionals as tutors. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155659
Download or read book Bilingualism and Reading Development written by Leonard V. Kosinski and published by . This book was released on 1963 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Second Language Proficiency and Linguistic Distance on Cognitive Abilities in Bilingual Children written by Elizabeth Ann Barrett and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Second Language Proficiency and Linguistic Distance on Cognitive Abilities in Bilingual Children" by Elizabeth Ann, Barrett, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Bilingual speakers have shown better performance than their monolingual peers on tasks that examine a range of cognitive abilities (e.g. attention, phonological awareness); however, other studies report no group differences. Two reasons may explain the inconsistencies across studies: 1) many studies did not examine and control, when needed, group differences in cognitive abilities that could influence performance on the ability in question; 2) variability in the language proficiency and linguistic similarity between first (L1) and second (L2) language. The current project examined language-related cognitive abilities (i.e. phonological awareness) and general cognitive abilities (i.e. attention and inhibition) in two studies of 8-10 year-old children in Hong Kong. Study 1 investigated whether these abilities, as well as reading, were affected by bilingualism and L1-L2 linguistic distance. There were three groups: English monolingual, Cantonese- English bilingual, and European language-English bilingual. All children had similar educational backgrounds, as they attended English speaking International schools. Particular effort was made to control for group differences in cognitive abilities that could act as confounding variables, which included: intelligence, English proficiency, working memory, and short-term memory. There were no group differences on the tasks of attention and inhibition. However, there were for phonological awareness and reading. L1-L2 linguistic distance provided an advantage over the monolinguals on phonological awareness as only the European bilinguals group performed better than the monolinguals. Whereas, bilingual children of linguistically distant L1- L2 (Cantonese-English) demonstrated difficulty with phonological awareness and reading tasks using nonwords but not real words compared with the other groups. The results suggest that children who speak two linguistically distant languages may have difficulty transferring L2 skills from familiar words to novel words, which is a skill needed in literacy development. Study 2 explored the influence of L2 proficiency on the two sets of abilities. The data from the English monolingual and Cantonese bilingual group in Study 1 was analyzed with data from a new group of children, those who spoke Cantonese (L1) and were learning English as a L2 (ESL). Once again, particular effort was made to statistically control for cognitive abilities that could act as confounding factors. The results of the general cognitive abilities show no group differences. The results of the phonological awareness task show that the ESL group performed worse than the English monolingual and Cantonese bilingual group. This was explained by their low L2 proficiency, as well as difference in the instructional method of English reading. The results of this project advance our understanding of bilingualism. Bilingual advantages are not observed in all children learning a L2 but are influenced by factors embedded in bilingualism (i.e. L2 proficiency, L1-L2 linguistic distance). This highlights that the effects of bilingualism need to be qualified. Additionally, bilingualism does not produce wide-spread advantages; rather, the influence of speaking two languages can affect one cognitive domain, such as language-related abilities, but not the general cognitive abilities within the same groups o
Download or read book The Effect of a Comprehensive English Language Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English Language Learners Grades 2 3 written by Elizabeth Pauline Trevino and published by . This book was released on 2013 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly in 1 min, is one indicator of reading proficiency. Within second language (L2) reading research, there have been few studies of L2 ORF development. The purposes of this study were to: (a) model the trajectory (i.e., initial status and growth) of English ORF in Grades 2 and 3 for Spanish-speaking ELLs in bilingual education programs, and (b) determine the effect of a 4-year structured intervention in English language and reading on L2 ORF development. Data were archived from Project ELLA, a longitudinal, randomized study documenting ELLs' acquisition of English language and reading from kindergarten through third grade. Data included 1,470 observations of English ORF from 283 ELLs at 17 schools. Schools were randomly assigned to the intervention (n=8) or control (n=9) condition. In intervention schools, a one-way dual language program and a comprehensive ESL intervention were implemented. The intervention emphasized L2 oral language development in kindergarten and first grades, basic L2 reading skills in second grade, and content-area reading skills in third grade. In the control schools, the district's typical transitional bilingual education program and ESL curricula were implemented. L2 ORF was measured using DIBELS ORF on six occasions. Piecewise multilevel growth models were used for data analysis. In Grades 2 and 3, ELLs followed a two-stage linear growth trajectory in English ORF, with a large decrease in level between grades. Slope parameters were positive in both grades but decreased slightly in third grade. Participating in Project ELLA added 1.52 wcpm per month to students? ORF scores in Grade 2. Both intervention and control groups improved at the same rate in Grade 3; however, intervention students maintained the higher level of ORF that was attained during second grade. Therefore, the ELLA intervention accelerated L2 ORF growth in second grade, such that intervention students read with greater fluency compared to control students throughout second and third grades. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/148134
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Language and Literacy in Bilingual Children written by D. Kimbrough Oller and published by Multilingual Matters. This book was released on 2002-01-01 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book The Effects of Two way Immersion Program Access and Participation on Students English Proficiency and English and Spanish Reading Skill Development written by Diana Serrano and published by . This book was released on 2019 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growth of English language learners (ELLs) in the United States public schools, the debate continues among policymakers and educators regarding the best instructional approach to meet the educational and language needs of ELLs. The lack of rigorously designed research to test the impact of the use of a student’s native language limits our understanding of the long-term impacts of native language use on academic outcomes. Stakeholders should consider this dissertations’ findings in the context of the broader literature which shows that the benefits of bilingual education tend not to appear until the late elementary school grades. Although granting access to and participating in the two-way immersion program appear to have an adverse effect on English reading and writing skills, it may be too early in the program to determine the long-term effects. In response to the growing population of English language learners, TWI programs are quickly proliferating across the United States and are the only bilingual model that fully integrates English language learners and non-English language learners. While some empirical evidence has shown that students in bilingual education programs can maintain and develop their first language, at no apparent cost to English language development, the findings of this dissertation paint a more complex picture. Plausible explanations for the findings and how they differ from previous research, as well as recommendations for future research, are discussed in each study.
Download or read book Focus on Reading written by Esther Geva and published by Oxford University Press. This book was released on 2016-09-27 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focus on Reading aims to help teachers develop a deep understanding of the multiple skills and factors involved in second language reading development for second or foreign language learners aged 5–18. It equips teachers with practical skills for the effective teaching and assessment of second language reading to students with different learning needs. The book features key research studies on reading comprehension, considers examples from real classroom practice, and provides activities to help teachers relate the content and objectives to their own teaching context. Additional online resources at www.oup.com/elt/teacher/for Esther Geva is Full Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. Gloria Ramírez is Associate Professor in the Faculty of Human, Social, and Educational Development at Thompson Rivers University, British Columbia.
Download or read book Teaching Reading to Bilingual Children Study Executive summary written by Betty J. Mace-Matluck and published by . This book was released on 1984 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Solutions for the Assessment of Bilinguals written by Virginia C. Mueller Gathercole and published by Multilingual Matters. This book was released on 2013-09-27 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Solutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.
Download or read book The Effects of Teacher Language Choice on Students English Reading Development and Attitudes Towards Bilingualism written by Sarah Scallon and published by . This book was released on 2013 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine how teacher language use affects bilingual students' English reading development and their attitudes towards self, school, and bilingualism. Specifically, it was hypothesized that flexibly mixing Spanish and English during reading instruction would increase students' English reading growth and improve their attitudes as compared to when the teacher used only English. The study was conducted at a bilingual urban charter school situated in a majority Latino community. The participants consisted of three male and eight female second grade students ranging in age from seven to eight years old. All of the students spoke Spanish as their primary language and all but two were classified as English Language Learners. The study was conducted in two phases. Pre and post attitude surveys and English reading assessments were given at the beginning and end of each phase in order to measure attitude changes and reading growth. During the first phase the teacher delivered English reading instruction using exclusively English, while during the second phase the teacher flexibly used Spanish to support English reading instruction. Reading assessment and survey data showed that students made more reading growth when the teacher used only English, while their attitudes were more positive when the teacher flexibly mixed languages. Flaws in research design related to the reading assessment may render the reading growth findings invalid. However, this study affirms that teacher use of Spanish and English during instruction has a positive impact on students' attitudes towards self, school, and bilingualism.
Download or read book Teaching and Testing for Academic Achievement written by Muriel Saville-Troike and published by . This book was released on 1991 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of Bilingual and Structured English Immersion Programs on the Oral English and Literacy Development of Students Learning English as a Second Language written by Danny Lee Wood and published by . This book was released on 2014 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study had two purposes: (1) to compare two different English language learner (ELL) programs--transitional bilingual education (TBE) programs and transitional structured English immersion (SEI) programs--to identify which, if either, was superior in facilitating English language acquisition; and (2) to identify the relationship between English oral proficiency and English literacy proficiency. To answer these questions, this study analyzed English proficiency scores from the California English Language Development Test (CELDT) from a large school district in California from 2002 - 2007. The CELDT is an instrument that was aligned with the English Language Development (ELD) standards of California and first administered in 2001 to measure English language proficiency. The CELDT provided measurements in three English skill scales: oral (listening and speaking), reading, and writing. The CELDT also produced a composite overall English proficiency score from the combined performance scale scores. The students in the study were primarily Hispanic (98.26%) native Spanish speakers (99%) from lower socioeconomic backgrounds (91.4%). Of the 2,731 students whose scores were analyzed, 1,196 (44%) were in their respective SEI or TBE programs the entire 6-year period of the study. For the program comparisons, there were four groups of students: (a) students who were in transitional bilingual programs for the entire length of the study, (b) students who were in transitional bilingual programs for various lengths of time before transferring to SEI programs, (c) students who were in the SEI program for the entire length of the study, and (d) students who were in the SEI program for various lengths of time before transferring to other programs or schools. The bilingual and SEI programs in this study were analyzed in four different ways: raw CELDT score means, CELDT proficiency levels, CELDT highest scorers, and the comparison of oral to literacy skills. When CELDT means were compared, the SEI groups performed slightly better throughout the study period over all. However, the bilingual students narrowed the scoring gap each year across all skill areas, and in the case of oral skills, one of the bilingual groups scored higher than both SEI groups in 2007. When CELDT overall and oral proficiency levels were compared, all groups finished in the same level by grade four (2006) for overall proficiency, and were the same for oral proficiency by grade five (except for the higher bilingual score just mentioned). By 2007, while SEI students slightly outperformed bilingual students each year, the proficiency scores for reading and writing were close between both programs. When scores were calculated for the percentage of students that scored at the highest levels between the groups, the SEI scores were almost always the highest. However, bilingual students out performed SEI students in 2007 on CELDT and academic measures.
