A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research

Greene, Jay P.

doi:10.1080/15235882.1997.10668656

Cited by 127 publications

(101 citation statements)

References 14 publications

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“…Several syntheses have addressed whether academic outcomes are higher when ELs are instructed in their native language or in English (Francis, Lesaux, & August, 2006;Greene, 1997;Rolstad, Mahoney, & Glass, 2005;Slavin & Cheung, 2005). The general conclusion has been that native language instruction in an early transition model (i.e., where students learn to read in their native language first, followed by learning to read in the second language) or a paired bilingual model (i.e., where students learn to read in their native language and in English simultaneously) results in better outcomes than English-only instruction (Goldenberg, 2008).…”

Section: Introductionmentioning

confidence: 99%

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

2010

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The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading comprehension within languages and across languages. Participants were 173 Spanish-speaking ELs in first grade, 156 ELs in second grade, and 142 ELs in third grade across four schools providing a paired bilingual reading program. Results of hierarchical linear modeling indicated different patterns of reading growth in Spanish and English across measures and across grades. ELs at the beginning of first grade had higher scores on pseudoword reading in Spanish than in English and had a higher rate of growth on Spanish pseudoword reading. In second and third grades, initial scores on oral reading fluency were comparable in both languages, but oral reading fluency growth rates were higher in English than in Spanish. Results from regression and path analysis indicated that student initial scores and growth on reading fluency were strong and direct predictors of their reading comprehension within the same language, but not across different languages.

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Section: Introductionmentioning

confidence: 99%

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

2010

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“…Past research, which has mainly been performed in the United States, focused on the question whether bilingual approaches to second language teaching and learning are superior to monolingual approaches. These studies have yielded mixed results, however, and the quality of most evaluations is questionable (for reviews see Francis, Leseaux, & August, 2006;Greene, 1997;Limbird & Stanat, 2006;Rossell & Baker, 1996;Slavin & Cheung, 2005;Söhn, 2005;Willig, 1985).…”

Section: Bilingual and Monolingual Approaches To Second Language Teacmentioning

confidence: 96%

Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program

Stanat

Becker

Baumert

et al. 2012

Learning and Instruction

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“…Although it is uncertain based on all available evidence whether language of instruction makes much difference in educational achievement (Rossell & Baker, 1996), there is some evidence that it might (Carlisle & Beeman, 2000;Greene, 1997). A related direction is that exposure to a second language can have positive implications for literacy development in the first language, for example, increasing vocabulary knowledge (Cunningham & Graham, 2000).…”

Section: Language Of Instructionmentioning

confidence: 99%

Effective Beginning Reading Instruction

Pressley

2002

Journal of Literacy Research

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I argue that the National Reading Panel was too narrow in its presentation of scientifically-valid reading instructional research. Although the findings summarized by the Panel were valid, they were but a sampling of the many instructional practices that enjoy scientific support, most emphatically, in experiments and quasi-experiments (i.e., in the types of studies favored by the Panel). A sampler of practices that enjoy support but were ignored by the Panel is presented, as is discussion of qualitative research that was out of bounds because of the methodological strictures of the Panel. I conclude that most of the cutting edge of the scientific study of reading is entirely missing from the Panel's report, which emphasized findings massively supported by data, findings that are generally accepted by the scientific community concerned with reading instruction.

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A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research

Cited by 127 publications

References 14 publications

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program

Effective Beginning Reading Instruction

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