Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

Páez, Mariela; Rinaldi, Claudia

doi:10.1097/00011363-200610000-00006

Cited by 59 publications

(46 citation statements)

References 20 publications

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“…Findings revealed that many Spanish/English bilingual students are progressing more slowly than their English monolingual peers particularly in their English oral language abilities. Although many of these children have been shown to lag behind their peers in both English and Spanish (Tabors et al, 2003), this sample of children was particularly behind in English vocabulary knowledge in kindergarten (Tabors et al, 2003) and first grade (Páez & Rinaldi, 2006). Somewhat lower vocabulary may be expected when children are learning two languages; however, when vocabulary is limited it is likely that children will experience problems learning to read (Dickinson, McCabe, Anastasopoulos, PeisnerFeinberg, & Poe, 2003).…”

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confidence: 92%

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

et al. 2013

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The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish language knowledge scores, the children in this sample still performed below, albeit closer to, age level. The home language and literacy environments were significantly related to and predicted child language status at 24 and 36 months. The article discusses the implications of these findings with regard to the focus of early intervention efforts.

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confidence: 92%

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

et al. 2013

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“…Findings from the ECS showed that many Spanish/English bilingual students lag behind monolingual children of the same age in their oral language abilities in English and Spanish (Páez, Tabors, & López, in press;Tabors, Páez, & López, 2003). In particular, English vocabulary skills were limited for children in the ECS sample when they were first assessed at 4 years of age (Páez et al, in press), with low levels of vocabulary and gaps between monolingual norms and the sample persisting through first grade (Páez & Rinaldi, 2006). These findings are consistent with those of recent studies with similar populations of Spanish/English bilingual students that have found these students' oral language, in particular vocabulary knowledge, to lag significantly behind that of their English-speaking peers (August et al, 2005;Lindsey, Manis, & Bailey, 2003;Manis, Lindsey, & Bailey, 2004).…”

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confidence: 99%

Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills

Uccelli¹,

Páez

2007

LSHSS

300

247

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Purpose-Research has identified English oral language proficiency as being critical for bilingual students' literacy development. This study examines developmental patterns and associations among oral vocabulary and narrative skills in a longitudinal sample of 24 Spanish/English bilingual children from low socioeconomic backgrounds so as to further our understanding of the development of oral proficiency.Method-English and Spanish data were gathered using standardized vocabulary tests and narrative elicitation tasks provided to kindergartners and first graders. Narratives were coded for length using two measures of productivity and for quality at two levels: story score and language score. Descriptive, correlation, multivariate, and regression analyses were conducted.Results-Significant gains from kindergarten to first grade were found for all English oral language measures. Despite showing improvements in English vocabulary, the majority of children continued to score below the monolingual mean in first grade. For English narrative productivity, total number of different words (TDW) proved to be a sensitive developmental measure in contrast to total number of words (TNW). In Spanish, significant gains were noted only for narrative story score. Kindergarten Spanish story scores predicted first-grade English narrative quality even when controlling for the effects of English vocabulary and English narrative productivity. First-grade Spanish narrative quality was best predicted by Spanish vocabulary.Implications-The need for early assessment and monitoring of expressive vocabulary and oral narrative skills, and the potential contributions of Spanish story organization skills to English narrative performance in bilingual children from low socioeconomic families, are highlighted. Keywordsnarrative; vocabulary; bilingual children; Spanish; cross-language associationsThe study of oral language skills is at the forefront of the current research agenda on improving literacy achievement in U.S. schools. Based on a comprehensive review of the literature, the National Literacy Panel on Language-Minority Children and Youth identified English oral proficiency as a crucial area of concern for students who speak a language other than English at home (August & Shanahan, 2006). The panel found that when learning to read, languageminority children attain levels of performance that are similar to those of English monolinguals NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript in word-level skills (decoding, word identification, and spelling), but they lag considerably behind in text-level skills (reading comprehension and writing). Whereas English oral proficiency is not associated to word-level skills, it does predict English reading comprehension and writing, hence playing a critical role in explaining the disparity in literacy levels (August & Shanahan, 2006).Among the various English oral proficiency skills, vocabulary knowledge and narrative ability have been found to be important precursors to ...

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“…M. López & Greenfield, 2004;Páez & Rinaldi, 2006;Rinaldi & Páez, 2008). However, because young DLLs may not learn new English words, letter names, or letter sounds in the same incidental way as monolingual children, it is particularly important for preschool and kindergarten teachers to provide intentional and explicit instruction related to these areas.…”

Section: Instructional Strategies To Support Young Dlls' Language Andmentioning

confidence: 99%

“…A. Collins, 2014;Hammer et al, 2014;Hoff, Rumiche, Burridge, Ribot, & Welsh, 2014;Isbell, 2002;E. A. Ortiz, 2009;Saffran, Senghas, & Trueswell, 2001).Because of the variety of contributors to this process, when a young Hispanic DLL first participates in an early education program, his or her linguistic proficiency may vary from minimal in both languages; fluent in Spanish, but not in English; competent in everyday English social conversations, but not in the type of language used in classrooms to learn different academic subjects (and often referred to as academic language); to fully proficient in both languages (Espinosa, 2008;Genesee, 2010;Grant, 1995;Oades-Sese, Esquivel, Kaliski, & Maniatis, 2011;Páez & Rinaldi, 2006;Place & Hoff, 2011;Tabors & Snow, 2001).Data from national surveys also supports the link between home language environments and uneven Hispanic DLL proficiency in speaking and understanding English upon school entry. In 2000, an estimated 75% of Hispanic children in immigrant families were living with at least one parent who did not speak English exclusively or very well, and half lived with two parents with limited English skills (Hernandez, 2006).…”

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confidence: 99%

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Ackerman

Tazi

2015

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. Policy Information Report and ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing ChallengesDebra J. Ackerman 1 & Zoila Tazi 2 1 Educational Testing Service, Princeton, NJ 2 Mercy College, Dobbs Ferry, NY Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.Keywords Dual language learners; preschool; early education doi:10.1002/ets2.12045 This report arises out of three independent, yet consequentially relevant U.S. policy contexts: a strong federal focus on enhancing the quality of early education programs, a rapidly growing population of Hispanic preschoolers, and the need for concrete, on-the-ground instructional strategies for improving the learning outcomes of preschool to Grade 3 students who are not yet proficient in English. Furthermore, the relevance of these contexts emerges when considering the goals of the federal Race to the Top-Early Learning Challenge (RTT-ELC) and the demographics of the 20 states that have been awarded close to $1 billion in funding since the initiative began in 2011. For example, RTT-ELC aims to improve highneed infant, toddler, and preschoolers' access to high-quality early learning and development programs as a means for enhancing their school readiness. To accomplish this goal, the initiative targets the coordinatio...

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Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

Cited by 59 publications

References 20 publications

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

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