Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
| Autor: | David J. Francis, Jack M. Fletcher, Sylvia Linan-Thompson, Paul T. Cirino, Patricia G. Mathes, Sharolyn D. Pollard-Durodola, Coleen D. Carlson, Elsa Cardenas Hagan, Sharon Vaughn |
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| Rok vydání: | 2006 |
| Předmět: |
media_common.quotation_subject
education 05 social sciences Psychological intervention 050301 education English-language learner Linguistics Spelling Education Educational research Phonological awareness Reading (process) Intervention (counseling) Language education 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology media_common Clinical psychology |
| Zdroj: | American Educational Research Journal. 43:449-487 |
| ISSN: | 1935-1011 0002-8312 |
| Popis: | Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment and 45 comparison). Treatment students received approximately 115 sessions of supplemental reading daily for 50 minutes in groups of 3 to 5. Findings from the English study revealed statistically significant differences in favor of treatment students on English measures of phonological awareness, word attack, word reading, and spelling (effect sizes of 0.35–0.42). Findings from the Spanish study revealed significant differences in favor of treatment students on Spanish measures of phonological awareness, letter-sound and letter-word identification, verbal analogies, word reading fluency, and spelling (effect sizes of 0.33–0.81). |
| Databáze: | OpenAIRE |
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