The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal Study

Tong, Fuhui; Lara‐Alecio, Rafael; Irby, Beverly J.; Mathes, Patricia G.

doi:10.1080/00220670903567364

Cited by 15 publications

(3 citation statements)

References 39 publications

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“…A report by Tong, Lara-Alecio, Irby, and Mathes (2011) was part of the larger experimental longitudinal study mentioned previously (see Irby et al, 2010). The main focus of this study was to investigate ELLs’ performance in English and Spanish oral language and reading skills from kindergarten to the end of first grade across treatment and gender.…”

Section: Findings: Effective Reading Programs For Ellsmentioning

confidence: 92%

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

Cheung

Slavin

2012

Review of Educational Research

135

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This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools.It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = .21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, and ELLA. Programs that use phonetic small group or one-to-one tutoring have also shown positive effects for struggling ELL readers. What is in common across the most promising interventions is their use of extensive professional development, coaching, and cooperative learning. The findings support a conclusion increasingly being made by researchers and policymakers concerned with optimal outcomes for ELLs and other language minority students: Quality of instruction is more important than language of instruction.

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Section: Findings: Effective Reading Programs For Ellsmentioning

confidence: 92%

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

Cheung

Slavin

2012

Review of Educational Research

135

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“…Step 1 (survey development). To better understand areas of focus for each survey (i.e., parent, teacher, and student), we examined relevant literature on family/home environment research (e.g., Peterson, Cobas, Bush, Supple, & Wilson, 2005;Ramsdal, Bergvik, & Wynn, 2015;Sad & Gurbuzturk, 2013;Urdan, Solek, & Schoenfelder, 2007), effective bilingual teaching practices (e.g., Tong, Irby, Lara-Alecio, & Koch, 2014;Tong, Lara-Alecio, Irby, & Mathes, 2011), and dual language program models (e.g., Collier & Thomas, 2004;Gomez, Freeman, & Freeman, 2005 Step 2 (survey piloting). This step involved the piloting of the survey with two focus groups, one in Spanish and one in English, in an effort to do the final calibration of the instrument with elementary children from third through fifth grade.…”

Section: Methodsmentioning

confidence: 99%

Hispanic Parents’ Involvement and Teachers’ Empowerment as Pathways to Hispanic English Learners’ Academic Performance

Rivera

2019

Hispanic Journal of Behavioral Sciences

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This study examines the relationship between Hispanic English learners’ learning, their parents’ involvement, and their teachers’ empowerment through professional knowledge. It is believed that Hispanic parents’ involvement in their children’s school activities is more influential to academic performance and educational attitudes than is teacher empowerment alone. A total of 339 Hispanic English learners, 339 parents, and 40 teachers participated in this study. Structural equation modelling was used. The analysis produced an empirical model with a nonsignificant value of χ2 (53.11). Due to the nonsignificant difference of the p value, the empirical model was found to be a good fit. These results revealed that Hispanic parents’ involvement has a positive impact on their children’s academic performance, and that teachers’ empowerment has a negative impact when primarily focused on professional knowledge attainment only.

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“…A longitudinal experiment with randomly sampling and examined English literacy and language achievement of Spanish-dominant ELLs in Southeast Texas [25] . Results from oral and reading performances of the ELLs in the kindergarten and first grade showed that bilingual students had significant improvement in Spanish and English oral and reading development.…”

Section: Spanish Literacy Development Of Ellsmentioning

confidence: 99%

The Literacy Development of English Language Learners in Transitional Bilingual Education Program

2023

FER

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This literature review mainly examines the empirical researches on the Spanish and English literacy development and achievement of the English language learners in the transitional bilingual education program compared with the students in the English-only programs. Spanish-speaking English language learners in transitional bilingual programs are provided with not only introductions in English as a second language but also their native language support in their academic study. In addition, bilingual instructions of teachers have also been investigated to understand how they influence the literacy development of the English language learners, including their Spanish oral proficiency, morphological awareness, and writing skills cross-language relations between English and Spanish. Spanish language learning and Spanish instructions that Spanish-speaking English language learners received did not hinder their English performances.

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The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal Study

Cited by 15 publications

References 39 publications

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades

Hispanic Parents’ Involvement and Teachers’ Empowerment as Pathways to Hispanic English Learners’ Academic Performance

The Literacy Development of English Language Learners in Transitional Bilingual Education Program

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