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Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
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Crosson, Amy C.; Silverman, Rebecca D. – Reading Research Quarterly, 2022
We investigated teachers' perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID-19. Fifty K-2 public school teachers from 10 states submitted smartphone-based diary entries about their day-to-day literacy instructional practices "before" versus "during"…
Descriptors: COVID-19, Pandemics, Literacy Education, Emergent Literacy
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement
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Stewart, Mary Amanda; Hansen-Thomas, Holly; Flint, Patricia; Núñez, Mariannella – Reading Research Quarterly, 2022
The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low-incidence languages. Drawing from critical theories in both literacy and…
Descriptors: Translation, Bilingualism, Multilingualism, Bilingual Students
Understanding Within- and Cross-Language Relations among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence from the Science of Reading
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Gottardo, Alexandra; Chen, Xi; Huo, Michelle Ru Yun – Reading Research Quarterly, 2021
Research has shown that language and literacy skills in a first language (L1) are related to performance in a second language (L2) and that these relations are reciprocal. However, cross-linguistic skills related to word reading are influenced by numerous factors. These include linguistic factors such as the specific language and literacy skills…
Descriptors: Bilingual Students, Native Language, Second Language Learning, Reading Skills
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?
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Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2020
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired-associate learning of correspondences between letter names and sounds. In decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study with English Monolingual and Spanish-English Bilingual Students in Grades 3-5
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Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Doyle, Brie; Mitchell, Marisa A.; Meyer, Anna G. – Reading Research Quarterly, 2014
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3-5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish-English bilingual students. To meet these aims, we observed and…
Descriptors: Monolingualism, English, Bilingual Students, Vocabulary
"Reading across Communities" in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
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Medina, Carmen – Reading Research Quarterly, 2010
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings…
Descriptors: Childrens Literature, Reader Response, Discussion Groups, Immigrants