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Alonzo, Julie; Gonzalez, Magaly; Tindal, Gerald – Behavioral Research and Teaching, 2013
In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different…
Descriptors: Curriculum Based Assessment, Spanish, Phonemic Awareness, Alphabets
Branum-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
Brunner, Josie – Online Submission, 2010
On average, Austin Independent School District kindergarten English learner students (ELs) had lower scores on two types of early reading assessments (English, Spanish) at the end of the 2009-2010 school year than did non-ELs. For first graders, no significant difference was found between Spanish-speaking ELs and non-ELs on the test.
Descriptors: Kindergarten, Grade 1, Student Evaluation, English Language Learners
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
Niño Santisteban, Liliana – GIST Education and Learning Research Journal, 2014
This research study analyzes the literacy and foreign langauge processes of learners in the "Procesos Básicos" Program. The participants were 15 Spanish-speaking children and young adolescents, whose highest level of education was first grade. Eight of the 15 children were Internally Displaced Persons (IDPs), and the others were affected…
Descriptors: Individualized Instruction, Literacy, Spanish Speaking, Children
O'Donnell, Julie; Kirkner, Sandra L. – School Community Journal, 2014
Latino families highly value education and are committed to their children's educational success; however, Latino students often experience educational challenges. Well-designed family involvement programs can encourage Latino families, especially new immigrants or monolingual Spanish-speakers, to increase their involvement resulting in positive…
Descriptors: Hispanic Americans, Hispanic American Students, Family Involvement, Low Income Groups
Defior, Sylvia; Jimenez-Fernandez, Gracia; Serrano, Francisca – Learning and Instruction, 2009
This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results…
Descriptors: Spelling, Context Effect, Grade 1, Grade 4
What Works Clearinghouse, 2010
The study examined how the English reading performance of predominantly Spanish-speaking students in transitional bilingual education compared with the performance of predominantly Spanish-speaking students in structured English immersion. The study analyzed data on three cohorts of students in six schools in Los Angeles; Denver; Albuquerque; St.…
Descriptors: Educational Research, Bilingual Education, Immersion Programs, Reading Achievement
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Journal of Educational Psychology, 2012
This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…
Descriptors: Reading Difficulties, Second Language Learning, Language Acquisition, Bilingualism
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
Hammer, Carol Scheffner; Lawrence, Frank; Rodriguez, Barbara; Davison, Megan Dunn; Miccio, Adele W. – Applied Psycholinguistics, 2011
This longitudinal study investigated changes in reported language usage between Puerto Rican mothers and their preschoolers over a 4-year period. It also examined whether differences in language usage occurred depending on the timing of children's exposure to English and children's gender. Seventy-six mothers reported the languages they and their…
Descriptors: Language Usage, Mothers, Puerto Ricans, Longitudinal Studies
Weber, Christina J. T. – ProQuest LLC, 2013
Reading fluency has been an area of struggle for students. Certain populations of students, such as English language learners (ELLs), have struggled even more so, affecting their overall achievement. Interventions have been implemented and studied regarding the reading fluency of ELLs, yet reading fluency has continued to be problematic in this…
Descriptors: English Language Learners, Reading Fluency, Reading Achievement, Qualitative Research
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.; Gerber, Michael M.; Guzman-Orth, Danielle A. – Journal of Educational Psychology, 2011
In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…
Descriptors: Elementary School Students, Language Impairments, Short Term Memory, Grade 1
Sanchez, Serafin V.; Rodriguez, Billie Jo; Soto-Huerta, Mary Esther; Villarreal, Felicia Castro; Guerra, Norma Susan; Flores, Belinda Bustos – Language Assessment Quarterly, 2013
Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…
Descriptors: Bilingualism, Psychometrics, Difficulty Level, Language Tests
Lopez, Minda Morren – Journal of Early Childhood Literacy, 2012
This study explores the language ideologies of young children in a Spanish/English dual language programme in the USA. Recent studies of language ideologies in education have centred primarily on adults or older students, but this study focuses on young children from varied language backgrounds. By analysing discussions centred on children's…
Descriptors: Childrens Literature, Language Attitudes, Ideology, Young Children