Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

Hus, Yvette

doi:10.1159/000052672

Cited by 11 publications

(12 citation statements)

References 11 publications

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“…With the exception of research in Canada, where French and English-speaking populations have equal status but tend to occupy different geographic regions (e.g., Hus, 2001), most studies on bilingual language acquisition have focused on children of immigrants to a country where another language dominates (Spanish in the US, Cantonese in Australia, Punjabi heritage languages in the UK). English was the majority language for participants in those studies, the language of education, economic success, and political power.…”

Section: Factors Affecting Acquisition Of Bilingual Phonologymentioning

confidence: 99%

Phonological acquisition in Malta: A bilingual language learning context

Grech

Dodd

2008

International Journal of Bilingualism

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A total of 241 Maltese children aged 2;0-6;0 years, drawn randomly from the public registry of births, were assessed on a picture naming task to evaluate phone articulation, phonology and consistency of word production. Children were allowed to use the language they chose (either Maltese or English). Ninetythree children (38.6%) were reported by parents to speak both Maltese and English at home, 137 (56.9%) were reported to speak Maltese and 11 (4.7%) only English at home. The data gained were analyzed for percent consonants and vowels correct, adult phonemes absent, developmental speech error patterns, number of English and Maltese words used, and the percentage of children using translation equivalents. The children who were reported to be only exposed to English at home were not compared statistically with other children because of the small number in that group. The data showed an increase in phonological competence over the age range and differences between children reported to be exposed to one as opposed to two languages at home. Many children, irrespective of reported home language context, used both English and Maltese during assessment. The results were interpreted as showing independent phonological systems that nevertheless interacted; a bilingual language learning context affected word naming language choice.

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Section: Factors Affecting Acquisition Of Bilingual Phonologymentioning

confidence: 99%

Phonological acquisition in Malta: A bilingual language learning context

Grech

Dodd

2008

International Journal of Bilingualism

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“…Research suggests that high quality literacy instruction can assist us in determining which of these children are truly at risk for dyslexia and which children just need more literacy experience. This work shows that codefocused instruction that emphasizes phonological awareness and decoding skills can considerably reduce the influence of socioeconomic disadvantage if children are provided with instruction early on, before reading problems take hold (Blachman et al, 1999;Hus, 2001;Linan-Thompson & Hickman-Davis, 2002;Lonigan et al, 1999). Many of these children will respond well to this instruction and go on to demonstrate grade appropriate word reading skills.…”

Section: Other Challengesmentioning

confidence: 89%

Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment

Hw¹,

Tp²

2020

Preprint

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Dyslexia is a significant developmental disorder that is associated with a host of negative consequences. Most states in the US have recently passed legislation requiring the diagnosis and treatment of dyslexia in school settings. Whereas this legislation brings needed attention to children with dyslexia, diagnosis and treatment are often delayed until several years after school entry. By this time, reading problems and other negative consequences are well underway. In this paper, we argue for an alternative, prevention-based approach that focuses on the early identification of children at risk for dyslexia and the provision of instruction/intervention that is matched to their needs.

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“…To set the framework for developing support for ELLs, most quality reading instruction accommodations have focused on adopting the well‐established guidelines for reading instruction offered by the National Reading Panel (National Institute of Child Health and Human Development, ; Snow, Burns, & Griffin, ). Research has demonstrated the importance of systematic instruction in key components of reading comprehension focused on critical aspects of literacy development (i.e., vocabulary, phonemic awareness, phonics, reading fluency and reading comprehension; Hus, ; Vaughn et al, ).…”

Section: Classroom Interventions Supporting Ell Readingmentioning

confidence: 99%

Supporting emergent literacy for English language learners with computer‐assisted instruction

Cassady

Smith

Thomas

2017

Journal Research in Reading

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The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. This study randomly assigned schools in a Southwestern U.S. state with English language learners (ELLs) in kindergarten and first grade to an experimental computer-assisted instruction (CAI) condition or a 'business as usual' control. The study tracked ELLs performance over one academic year using a nationally normed standardised reading test. The results demonstrated first-grade students in the experimental condition demonstrated greater gains compared with the control students in the domains of vocabulary, phonics, phonological awareness and text comprehension. Gains for kindergarten were less consistent; however, the lowest language proficient students using CAI experienced greater gains in vocabulary when compared with controls. Results extend prior studies targeting ELL students' reading skill development with targeted CAI interventions.What is already known about this topic • English language learners (ELLs) face additional struggles in gaining literacy proficiency in the early grades. • Computer-assisted instruction (CAI) programs support learning for non-ELLs, provided the instructional materials target specific literacy needs directly. • Efficacy of CAIs (and any instructional program) is dependent upon the match between learner needs, classroom curriculum and programmatic features.What this paper adds • Large randomised control trial testing the effects of a CAI on ELL literacy development in kindergarten and first-grade students. • Measures of progressive learner development in critical literacy skills using a nationally normed measure of reading achievement. • Explicit attention to the levels of language proficiency intersecting with the use of the CAI to identify interaction effects Implications for theory, policy or practice • Computer-assisted instruction support for second language learners can be effective for targeted literacy gains, provided the program materials support critical literacy needs.

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Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

Cited by 11 publications

References 11 publications

Phonological acquisition in Malta: A bilingual language learning context

Phonological acquisition in Malta: A bilingual language learning context

Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment

Supporting emergent literacy for English language learners with computer‐assisted instruction

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