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Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners
Peer reviewed
Direct linkIsabel Vargas; Mia C. Daucourt; Colby Hall; Sara A. Hart; Emily J. Solari – Reading and Writing: An Interdisciplinary Journal, 2024
This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English…
Descriptors: Grade 1, Emergent Literacy, English Language Learners, Reading Comprehension
Zhang, Fan; Shen, Ye; Pasquarella, Adrian; Coker, David L., Jr. – Reading and Writing: An Interdisciplinary Journal, 2022
This study examined the writing skills of first-grade students who are English Language Learners (ELLs) or Native English Speakers (NESs). We examined the roles of transcription and oral language skills on contextualized spelling, writing fluency, and writing quality outcomes for ELL and NES students. Thirty-four ELLs (Mean age (A) = 78.03 months,…
Descriptors: Young Children, Beginning Writing, Writing Skills, Second Language Learning
Shum, Kathy Kar-man; Au, Terry Kit-fong; Romo, Laura F.; Jun, Sun-Ah – Language Learning and Development, 2021
Do learners of a second language (L2) need frequent contact with native speakers of that language in order to master its phonology? What if they hear audio recordings of native speakers and receive immediate corrective feedback about their perception? We used a randomized controlled experiment with 135 Chinese speakers (with English as their L2)…
Descriptors: Computer Assisted Instruction, Teaching Methods, Comparative Analysis, Error Correction
