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Direct linkGoldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca – American Educational Research Journal, 2014
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…
Descriptors: Phonemic Awareness, Teaching Methods, Spanish, Reading Skills
Download full textBranum-Martin, Lee; Mehta, Paras D.; Carlson, Coleen D.; Francis, David J.; Foorman, Barbara R. – Society for Research on Educational Effectiveness, 2012
There are many types of programs for Spanish speaking students in the US, with varying methods and goals. Some preliminary work suggests that bilingual classrooms may differ widely in instruction, even under the same program labels. However, there are few studies which have compared the extent to which various bilingual program models differ in…
Descriptors: Bilingual Education Programs, Immersion Programs, Spanish Speaking, Educational Practices
Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon – School Psychology Review, 2011
The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive…
Descriptors: Reading Instruction, Response to Intervention, Cognitive Ability, Elementary School Students
