Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?

Autor/inn/en	Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill
Titel	Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?
Quelle	In: Psychology in the Schools, 51 (2014) 2, S.126-142 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21743
Schlagwörter	Grade 2; Elementary School Students; Correlation; Spanish; Prediction; English (Second Language); Literacy Education; Longitudinal Studies; Reading Fluency; Oral Reading; Multiple Regression Analysis; Bilingualism; Scores; Phonological Awareness; Grade 1; Kindergarten; Second Language Learning; Alphabets; Vocabulary; Identification; Risk; Linguistic Input + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Spanisch; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Zweitsprachenerwerb; Buchstabenschrift; Wortschatz; Identifikation; Identifizierung; Risiko; Sprachbildung
Abstract	This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchical multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish-speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10