Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

Autor/inn/en	Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren
Titel	Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners
Quelle	In: Bilingual Research Journal, 37 (2014) 3, S.287-310 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.963739
Schlagwörter	Language of Instruction; Reading Comprehension; Spanish; Bilingual Education; Literacy Education; Language Proficiency; English (Second Language); Longitudinal Studies; Elementary School Students; English Language Learners; Role; Oral Language; Bilingual Education Programs; Transfer of Training; Language Tests; Scores; Predictor Variables; Language Role; Teaching Methods; Outcomes of Education; Grade 5; Regression (Statistics); Language Assessment Scales; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Leseverstehen; Spanisch; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Oral interpretation; Mündlicher Sprachgebrauch; Training; Transfer; Ausbildung; Language test; Sprachtest; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; Regression; Regressionsanalyse
Abstract	This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy instruction, an early-exit bilingual program, or a late-exit bilingual program, from third through fifth grade. Students in all groups experienced significant growth in English reading comprehension. For the English-only group, initial levels of Spanish reading comprehension were not related to growth in English reading comprehension. However, for students in the two bilingually instructed groups, those who began with stronger Spanish reading comprehension skills grew faster in English reading comprehension than students without initial strong Spanish reading comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10