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Direct linkLópez-Velásquez, Angela M.; García, Georgia Earnest – Bilingual Research Journal, 2017
This qualitative study used a sociocultural lens to examine how two bilingual Hispanic first-grade girls demonstrated bilingual reading practices (i.e., heteroglossia and translanguaging) as they discussed and read texts in Spanish and English. One girl predominantly received school reading instruction in Spanish, while the other received school…
Descriptors: Elementary School Students, Bilingual Students, Bilingual Education, Grade 1
Proctor, C. Patrick; August, Diane; Snow, Catherine; Barr, Christopher D. – Bilingual Research Journal, 2010
The purpose of the current study is to elaborate on the statistical nature of the linguistic interdependence hypothesis (Cummins, 1979). It is argued that reading skills across the languages of bilingual learners are differentially robust to interdependence, falling along a continuum mediated by the commonalities between Spanish and English.…
Descriptors: Reading Comprehension, Structural Equation Models, Oral Language, Reading Achievement
Peer reviewedHardin, Valentina Blonski – Bilingual Research Journal, 2001
A study examined how 50 bilingual fourth-graders utilized cognitive reading strategies to enhance comprehension of expository texts in Spanish and transfer strategic reading behaviors to English reading. Results indicate that strategic behaviors in the native language undergirded second-language reading behaviors and were more important in that…
Descriptors: Bilingual Education, Elementary Education, English (Second Language), Grade 4
Mahon, Elizabeth A. – Bilingual Research Journal, 2006
The purpose of this study was to understand relationships between English proficiency and academic performance for a group of English language learners (ELLs) from 4 elementary schools. Descriptive and inferential statistics were used to examine scores from the Language Assessment Scales, the Woodcock-Munoz Language Survey, and the Colorado…
Descriptors: Second Language Learning, Grade 5, English (Second Language), Limited English Speaking
Peer reviewedGuerrero, Michael D.; Sloan, Kris – Bilingual Research Journal, 2001
A study of four high-performing third-grade Spanish reading programs in Texas found six common features: explicit support for Spanish literacy and biliteracy; high expectations; skills-driven reading instruction beginning in kindergarten; shared understanding of program practices; alignment between Spanish and English programs; and explicit…
Descriptors: Bilingual Education, Educational Attitudes, Educational Practices, Grade 3
Reese, Leslie; Gallimore, Ronald; Guthrie, Donald – Bilingual Research Journal, 2005
Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made…
Descriptors: Bilingual Education Programs, Immigrants, Hispanic American Students, Program Effectiveness
