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Direct linkBranum-Martin, Lee; Foorman, Barbara R.; Francis, David J.; Mehta, Paras D. – Journal of Educational Psychology, 2010
This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or…
Descriptors: Reading Comprehension, Immersion Programs, Beginning Reading, Language of Instruction
Branum-Martin, Lee; Mehta, Paras D.; Carlson, Coleen D.; Francis, David J.; Goldenberg, Claude – Journal of Educational Psychology, 2014
Home language experiences are important for children's development of language and literacy. However, the home language context is complex, especially for Spanish-speaking children in the United States. A child's use of Spanish or English likely ranges along a continuum, influenced by preferences of particular people involved, such as parents,…
Descriptors: Language Usage, Family Environment, English, Spanish Speaking
Download full textBranum-Martin, Lee; Mehta, Paras D.; Francis, David J. – Society for Research on Educational Effectiveness, 2011
This study estimates program effects (English immersion versus primary language instruction using varying degrees of Spanish) upon English and Spanish word identification in the context of changing classrooms (cross-classification) from kindergarten through second grade. Letter-word identification is an important predictor of early reading…
Descriptors: Immersion Programs, Spanish, English, Native Language
Miller, Jon F.; Heilmann, John; Nockerts, Ann; Iglesias, Aquiles; Fabiano, Leah; Francis, David J. – Learning Disabilities Research & Practice, 2006
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish-English bilingual children attending kindergarten-third grade participated. Oral narratives…
Descriptors: Oral Language, Oral Reading, Bilingual Students, Spanish
Cirino, Paul T.; Pollard-Durodola, Sharolyn D.; Foorman, Barbara R.; Carlson, Coleen D.; Francis, David J. – Elementary School Journal, 2007
This study investigated the relation of teacher characteristics, including ratings of teacher quality, to classroom instructional variables and to bilingual students' literacy and oral language outcomes at the end of the kindergarten year. Teacher characteristics included observational measures of oral language proficiency, quality, and classroom…
Descriptors: Teacher Characteristics, Language of Instruction, Kindergarten, Young Children
August, Diane; Francis, David J.; Hsu, Han-Ya Annie; Snow, Catherine E. – Elementary School Journal, 2006
A new measure of reading comprehension, the Diagnostic Assessment of Reading Comprehension (DARC), designed to reflect central comprehension processes while minimizing decoding and language demands, was pilot tested. We conducted three pilot studies to assess the DARC's feasibility, reliability, comparability across Spanish and English,…
Descriptors: Reading Comprehension, Bilingual Students, Evaluation Methods, Spanish Speaking
