Reading Achievement in Native Language Literacy Classrooms
Study of Spanish Speaking First Graders
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Debate is prevalent about the best models for EnglishLanguage Learners (ELLs) to learn English and reachhigh levels of learning. Much research has shownthat bilingual students'' literacy proficiency intheir first and second languages is interdependentacross languages. Students learning to read in onelanguage transfer the knowledge and skills of thereading process to read in another language. This study was motivated by questions about how wellSpanish-speaking students learning to reading inSpanish, an important first step in attainingcognitive academic language proficiency in Spanish,also read...
Debate is prevalent about the best models for English
Language Learners (ELLs) to learn English and reach
high levels of learning. Much research has shown
that bilingual students'' literacy proficiency in
their first and second languages is interdependent
across languages. Students learning to read in one
language transfer the knowledge and skills of the
reading process to read in another language.
This study was motivated by questions about how well
Spanish-speaking students learning to reading in
Spanish, an important first step in attaining
cognitive academic language proficiency in Spanish,
also read in English. Sixty-three first graders from
three native language literacy programs were assessed
in both Spanish and English. These students were
receiving literacy instruction in Spanish native
language literacy classes.
This analysis sheds light on native language literacy
students reading in their first language and in
English and should be especially helpful for
educators and researchers working with native
language literacy students and programs.
Language Learners (ELLs) to learn English and reach
high levels of learning. Much research has shown
that bilingual students'' literacy proficiency in
their first and second languages is interdependent
across languages. Students learning to read in one
language transfer the knowledge and skills of the
reading process to read in another language.
This study was motivated by questions about how well
Spanish-speaking students learning to reading in
Spanish, an important first step in attaining
cognitive academic language proficiency in Spanish,
also read in English. Sixty-three first graders from
three native language literacy programs were assessed
in both Spanish and English. These students were
receiving literacy instruction in Spanish native
language literacy classes.
This analysis sheds light on native language literacy
students reading in their first language and in
English and should be especially helpful for
educators and researchers working with native
language literacy students and programs.
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