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Lisa M. Domke – Reading Psychology, 2024
Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or…
Descriptors: National Competency Tests, Grade 3, Grade 5, Bilingual Students
Guzmán, Remedios; de León, Sara C.; González, Desirée; Jiménez, Juan E. – Reading & Writing Quarterly, 2022
This study aimed to explore instructional practices used to teach words with irregular spelling patterns by Spanish-speaking teachers in 2nd and 3rd grade of elementary school. A sample of 320 teachers from Guatemala, Ecuador, and Spain answered an online survey, which included the Spelling Instructional Practices Scale. Item Response Theory and…
Descriptors: Grade 2, Grade 3, Spelling, Spanish
Mitch Ingram – Bilingual Research Journal, 2024
In this article I examine the perceptions of third grade minoritized emergent bilinguals (Spanish/English) in a US classroom as they articulate how family members serve as a source of jocularity. By taking a sociocultural perspective on humor as a resource, I seek to render visible the relational and linguistic connections between these students…
Descriptors: Bilingual Students, Latin Americans, Grade 3, Family Relationship
Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report
Klauda, Susan Lutz; Taboada Barber, Ana; McAllen, Elizabeth B. – Reading Psychology, 2020
Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…
Descriptors: Reading Motivation, Bilingual Students, Elementary School Students, Hispanic American Students
Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report
Klauda, Susan Lutz; Taboada Barber, Ana; McAllen, Elizabeth B. – Grantee Submission, 2020
Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…
Descriptors: Reading Motivation, Bilingual Students, Elementary School Students, Hispanic American Students
Teaching "con Cariño": Teacher Agency and Teacher-Student Relationships in a Dual Language Classroom
Paola G. Mendizábal – Journal of Latinos and Education, 2025
This autoethnography explored how two third-grade dual language teacher partners (English/Spanish) managed challenges such as lack of leadership support, testing pressures, and English hegemony, to help their students grow personally and academically. Autoethnography was chosen as a method because it enables researchers to write evocatively…
Descriptors: Professional Autonomy, Teacher Student Relationship, Bilingual Education, Elementary School Teachers
La Serna, Jillian – Foreign Language Annals, 2022
This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two-way immersion (TWI) classrooms (Grades 3-5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading…
Descriptors: Literacy Education, Teaching Methods, Immersion Programs, Grade 3
Escobar, José-Pablo; Rosas Díaz, Ricardo – Reading Psychology, 2023
This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills…
Descriptors: Executive Function, Inhibition, Cognitive Processes, Reading Comprehension
Lisa M. Domke – Reading Teacher, 2024
Because dual-language books (DLBs) print the entire text in two languages nearby on the page, they have great potential for supporting children's biliteracy development by providing contexts to compare/contrast languages. However, little is known about how children read DLBs independently and how they may/may not use such characteristics to…
Descriptors: Bilingual Education Programs, Spanish, English (Second Language), Second Language Learning
(Re)Learning What It Means to Participate: "Bringing Student and Teacher Perspectives into Dialogue"
Hinestroza, José Martínez – Elementary School Journal, 2022
Previous research on participation in mathematics classrooms has focused on adults' perspectives, which overemphasize the role of talk. Drawing on sociocultural theory, I define participation as a complex and situated phenomenon. I describe a participatory research collaboration where a Spanish immersion third-grade teacher, and I brought the…
Descriptors: Student Participation, Teacher Role, Mathematics Education, Grade 3
Almaguer, Isela; Esquierdo, J. Joy – AERA Online Paper Repository, 2022
This study aimed to compare the performance on the state assessment STAAR Reading between BLs in a one-way dual language program compared to the average scale scores of ELs in the state of Texas. The results of these data points taken in three different grade levels from the same group of bilingual learners demonstrate the beginning of positive…
Descriptors: Reading Achievement, Achievement Tests, Bilingual Students, Elementary School Students
García-Mateus, Suzanne; Palmer, Deborah K. – AERA Online Paper Repository, 2022
As two-way immersion (TWI) programs continue to grow in the U.S., it is urgent that teachers counter deficit ideologies about bilingual children who come marginalized backgrounds. Neoliberalism ideologies have contributed to the growth of TWI programs because parents from mostly white and upper middle-class backgrounds see the economic/global…
Descriptors: Immersion Programs, Bilingual Education, Bilingual Students, Ideology
Angela Johnson – Teachers College Record, 2024
Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets…
Descriptors: Bilingual Education Programs, Hispanic American Students, Grade 2, Grade 3
Martínez Hinestroza, José; Peña-Pincheira, Romina S.; Adams Corral, Melissa – ZDM: Mathematics Education, 2023
Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of…
Descriptors: Listening, Bilingual Students, Mathematics Education, Bilingual Education
R. J. Risueño; Shelley Gray; Savannah Romeo – Language, Speech, and Hearing Services in Schools, 2024
Purpose: We investigated the efficacy of "Story Champs" for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). Method: We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD.…
Descriptors: Oral Language, Grade 3, Bilingual Students, Language Impairments