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Investigating The Appropriate Assessment Of The Early Literacy Skills Of Spanish Speaking Students In The First Grade
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Book Synopsis Investigating the Appropriate Assessment of the Early Literacy Skills of Spanish-speaking Students in the First Grade by : P. Jacob Rebus
Download or read book Investigating the Appropriate Assessment of the Early Literacy Skills of Spanish-speaking Students in the First Grade written by P. Jacob Rebus and published by . This book was released on 2006 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Evaluation of Early Reading First on Emergent Literacy Skills by : Sophia Tani-Prado
Download or read book An Evaluation of Early Reading First on Emergent Literacy Skills written by Sophia Tani-Prado and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Early Reading First is a federal initiative that seeks to buffer against the detrimental effects of poverty on children's academic outcomes by incorporating all of the elements supported by scientifically-based reading research to address the present and future reading gaps of high-risk preschool children. The tenets of ERF are teacher professional development, high quality language and print-rich environments, the teaching of emergent instruction of emergent literacy skills based on scientifically based reading research (SBRR) and the early identification of reading problems through the informed use of appropriate assessment measures. The present study was designed to assess the effectiveness of ERF enriched preschool classrooms located in a small city in a Southwestern state on both short- and mid-term early literacy outcomes of high risk preschoolers in a treatment condition and a comparison group. A total of 239 children participated in the study; 110 children in the ERF treatment group and 129 children in the "practice as usual" contrast group. The longitudinal effect of the ERF intervention on participating students (from pre-kindergarten through the middle of first grade) was investigated via multilevel modeling. Four multilevel models were developed for two subtests of the Tejas Lee (Francis, Carlson, and Cardenas-Hagan, 2006): Spanish alphabet knowledge (i.e, identificacion de las letras) and Spanish story comprehension (i.e., comprension auditiva); and two subtests of the Texas Primary Reading Inventory (TPRI; Center for Academic and Reading Skills, 2004): English Alphabet Knowledge and English Story Comprehension. Results of the present study support the findings reported by similar prior studies, indicating that while ERF effectively increases students' alphabet knowledge, greater effort is necessary toward programming for increasing student outcomes on story comprehension.
Book Synopsis Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement by : Francis Huang
Download or read book Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement written by Francis Huang and published by . This book was released on 2011 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following a cohort of students from fall of kindergarten to spring of first grade, the authors investigated whether the general cluster profiles identified in Burrow et al.'s (2010) study remained consistent over time. If cluster profiles in the fall of kindergarten held, their goal was to investigate the differences between clusters in terms of their instructional reading levels at the end of the first grade. Because they could expect that the highest literacy cluster would remain significantly higher at the end of the first grade given that early literacy predicts achievement in succeeding grades (Juel, 1988), they investigated the performance of the other three lower performing groups. They had two research questions: (1) Would research-based cluster profile patterns remain consistent with the current dataset used (i.e., were the clusters generated similar in characteristics based on early literacy skills)?; and (2) If clusters profiles were consistent, how would the three lower ranked clusters perform based on their instructional reading levels at the end of first grade, while controlling for other student-level variables? Their findings support earlier research (Burrow et al., 2010) that demonstrated heterogeneity among Spanish-speaking English Language Learners (ELLs) in kindergarten. Further, they found that the same clusters that were identified in the Burrow et al. study remained consistent in their sample, even though they used data from another time period. When they examined reading level for the lower three clusters in their sample, they found that clusters 3 and 4, the two lowest clusters, were achieving at approximately the same level in reading at the end of first grade, while the mean reading level for cluster 2 was approximately 2/3 of a grade level higher. What distinguished cluster 2 from the other two clusters was higher performance on print-related tasks in fall of kindergarten. Although both cluster 2 and cluster 3 had average or above-average phonological awareness in fall of kindergarten, cluster 2 performed significantly better in alphabet knowledge and orthographic knowledge, the two domains made up of print-related skills (i.e., letter name and letter sound knowledge, spelling). This finding is consistent with previous research (Hammill, 2004; Scarborough, 1998) identifying written language skills as the most accurate predictors of later reading achievement, once children have begun formal literacy instruction. (Contains 3 tables and 1 figure.).
Book Synopsis Teaching Reading to Bilingual Children Study: Reading growth by : Betty J. Mace-Matluck
Download or read book Teaching Reading to Bilingual Children Study: Reading growth written by Betty J. Mace-Matluck and published by . This book was released on 1984 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Teaching of Reading in Spanish to the Bilingual Student: La Ense¤anza De La Lectura En Espa¤ol Para El Estudiante Biling E by : Angela Carrasquillo
Download or read book The Teaching of Reading in Spanish to the Bilingual Student: La Ense¤anza De La Lectura En Espa¤ol Para El Estudiante Biling E written by Angela Carrasquillo and published by Routledge. This book was released on 2013-10-14 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dual-language text provides theory and methodology for teaching reading in Spanish to Spanish/English bilingual or Spanish-dominant students. The goal is to help educators teach these students the skills necessary to become proficient readers and, thus, successful in the school system. At the very core of the book are the hispano-parlantes--the Spanish-speaking children--who bring to the schools, along with their native language and cultures, a wealth of resources that must be tapped and to whom all educators have a responsibility to respond. True to the concepts of developing bilingual educators to serve bilingual students, the text presents chapters in English and Spanish. Each chapter is written in only one language at the preference of the author. Thus, to be successful with this book, the reader must be bilingual. Themes emphasized in the text include current reading methodologies, the concept of reading as developmental literacy skills, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the uses of technology in the delivery of instruction. Never losing sight of its goal--to teach reading in Spanish to bilingual or Spanish-dominant students--the book includes a series of focusing questions and follow-up activities; these are not simply translations of existing activities, strategies, and techniques intended for monolingual English students, but specifically designed to be appropriate for Spanish-speaking students. Directed to university preservice and in-service instructors of reading and bilingual education as well as administrators and district- and school-level staff developers who work with Hispanic populations, the book is sensitive at all times to nuances of the languages and cultures of the intended audiences.
Book Synopsis Multilingual Text Comprehension by : Ute Schönpflug
Download or read book Multilingual Text Comprehension written by Ute Schönpflug and published by Springer Nature. This book was released on 2023-12-16 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until today, research on monolingual text processing has offered a broad spectrum of results and theoretical explanations of how texts are processed. This book extends the current trend to cover only reading comprehension by considering extensively listening comprehension. Comprehensive presentations of research on children’s listening comprehension allow for a broader developmental perspective reaching preschool years. Although text comprehension is the essence of learning in educational settings, and children are confronted continuously with the challenge of getting information from texts, comprehensive publications on children’s text comprehension are scarce. The author posits that a comprehensive review of children’s comprehension processes has to analyze the development of fundamental cognitive processes involved in comprehension. Therefore, this book covers the impact of working and long-term memory, metamemory, inference making, and gist building on comprehension performance. The role of first and multilingual language proficiency and tasks on specific component processes of text comprehension are discussed. Research results concerning the function of multilingual proficiency and tasks in text comprehension are complemented by the author’s own published and unpublished research. Theoretical considerations lead to models attempting to cover aspects of multilingual text comprehension. The aim of the book is to present a state-of-the-art overview of the field to inform researchers and students of various disciplines and practitioners to improve their understanding of how to foster multilingual text comprehension.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Systematic Instruction in Reading for Spanish-speaking Students by : Elva Durán
Download or read book Systematic Instruction in Reading for Spanish-speaking Students written by Elva Durán and published by Charles C Thomas Publisher. This book was released on 2003 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text will help in the preparation of primary grade teachers throughout the United States so that thy may be successful with Hispanic students entering public school districts' staff development in addressing school improvement goals for increasing the achievement of Hispanic pupils. Addresses the area of reading and literacy for Spanish-speaking students.
Book Synopsis Factors Contributing to the Literacy Success of Spanish-speaking Kindergarten and First Grade Children [microform] by : Alwyn Florence Franken Helps
Download or read book Factors Contributing to the Literacy Success of Spanish-speaking Kindergarten and First Grade Children [microform] written by Alwyn Florence Franken Helps and published by Library and Archives Canada = Bibliothèque et Archives Canada. This book was released on 2005 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two exploratory studies were conducted. Study 1 explored the English written language performance of Latino/Florida kindergarten students with English as a Second Language and English-speaking Ontario kindergarten students. Study 2 investigated the relation between English for Speakers of Other Languages (ESOL) levels assigned kindergarten and first grade Florida students and their performance on English written language proficiency measures. In Study 1 the scores of the Florida students were compared with those of Ontario students under three conditions. Study 1 showed Florida students performed in a similar way as both groups of Ontario students who had a similar amount and type of early literacy instruction. The results of Study 2 showed significant differences on all measures in the literacy performance of children assigned different ESOL levels. Scatterplots revealed a considerable range of reading and spelling performance within each ESOL level. Both studies lead to suggestions concerning programming for the literacy success of young Latino students.
Book Synopsis Advances in Child Development and Behavior by :
Download or read book Advances in Child Development and Behavior written by and published by Academic Press. This book was released on 2014-02-15 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: Volume 46 of Advances in Child Development and Behavior includes chapters that highlight some the most recent research in this area. A wide array of topics are discussed in detail, including internalization and socialization, infants' discovery of structure, adolescents' theories of the commons, lesbian and gay parenting, early childhood and family interventions, predicting aggression, causal inference in early development, pubertal development, the impact on children of parental deployment to war, vocabulary development for English learners in the early grades, and adaptive tool-use in early childhood. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students. - Chapters highlight some of the most recent research in the area - A wide array of topics are discussed in detail
Book Synopsis The Development of EasyCBM Spanish Literacy Assessments for Use in Grades K-2. Technical Report #1301 by : Julie Alonzo
Download or read book The Development of EasyCBM Spanish Literacy Assessments for Use in Grades K-2. Technical Report #1301 written by Julie Alonzo and published by . This book was released on 2013 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different types of phonological awareness and early reading measures for first- and second-grade students receiving literacy instruction in Spanish. We report our findings from two studies carried out with two distinct populations: native English speakers enrolled in a Spanish language immersion program at a small suburban school and native Spanish speakers enrolled in a dual language immersion program at a large urban school (reported in the section identified as Initial Item Development Study). In both studies, performance on a measure of Syllable Sounds reading was the most significant predictor of oral reading fluency. We then provide alternate form reliability information for each of the easyCBM Spanish literacy measures (reported in the section identified as Reliability Study).
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis 180 Days of Reading for First Grade (Spanish) by : Suzanne I. Barchers
Download or read book 180 Days of Reading for First Grade (Spanish) written by Suzanne I. Barchers and published by Teacher Created Materials. This book was released on 2020-09-23 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help first grade students build their Spanish reading comprehension, fluency, vocabulary, and word study skills using these daily practice activities. Perfect for warmups or intervention, teachers and parents can give Spanish-speaking students regular practice through these diagnostic-based activities that correlate to College and Career Readiness and other state standards. Both fiction and nonfiction reading passages are provided as well as data-driven assessment tips and an answer key. With this easy-to-use workbook, students will boost their reading skills every day! Teacher resources are available via digital download.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive factors in bilingual language processing by : Yan Jing Wu
Download or read book Cognitive factors in bilingual language processing written by Yan Jing Wu and published by Frontiers Media SA. This book was released on 2023-01-04 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Emergent Literacy Development of Spanish-speaking Preschool Children with Specific Language Impairment by : Amy Susan Pratt
Download or read book The Emergent Literacy Development of Spanish-speaking Preschool Children with Specific Language Impairment written by Amy Susan Pratt and published by . This book was released on 2017 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation portfolio is comprised of three first-authored pieces of writing that investigate the oral language and emergent literacy development of Spanish-speaking children with specific language impairment (SLI). Each piece features a unique but complementary aim. The first study investigates group differences on a battery of emergent literacy skills between 15 preschool-aged children with SLI in Mexico and a control group of 15 typically developing children matched for age and socio-economic status. The second study explores aspects of the home literacy environment, including parents’ explicit teaching of literacy and children’s print interest, which may explain some of the variance in children’s emergent literacy ability that was observed in the previous study. The third piece of writing is a grant proposal that describes a parent-child book reading intervention seeking to improve children’s emergent literacy skills. Collectively, the studies provide a normative reference for the early literacy development of children with SLI in Spanish. Results showed that, as a group, children with SLI performed significantly worse than their peers on tasks of print knowledge and phonological awareness. Although no significant group differences were uncovered on classic home literacy variables, an interaction was observed between children’s language ability and their print interest, with implications for print knowledge. Implications for a Spanish language intervention that addresses these findings – both with respect to their emergent literacy skills, as well as their home literacy environment – are discussed.
Book Synopsis An Examination of the Predictive Validity of Early Literacy Measures for Spanish-speaking English Language Learners in First Grade by : Abigail A. Hatch
Download or read book An Examination of the Predictive Validity of Early Literacy Measures for Spanish-speaking English Language Learners in First Grade written by Abigail A. Hatch and published by . This book was released on 2018 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the predictive validity and classification accuracy of four early literacy screeners with Spanish-speaking English language learners (Ss ELLs) at varying levels of English language proficiency. First grade Ss ELLs (N = 209) were screened in the fall and winter using Phoneme Segmentation Fluency (PSF), Developmental Spelling Test (DST), Nonsense Word Fluency (NWF), and Word Identification Fluency (WIF). The criterion measure administered in the spring was Oral Reading Fluency (ORF). Overall, the WIF screener was the strongest predictor of end-of-first grade ORF scores. At each assessment period, it was the most strongly correlated with ORF3 for the total sample and for students aggregated by language proficiency groups. Results of hierarchical regression models, with PSF, DST and DST-squared, NWF, and WIF entered in order, found that each addition resulted in a significant change in R-squared with respect to spring ORF scores. However, once all screeners were entered, WIF was the only significant predictor of ORF3 in the winter regression model, and one of two (with NWF) significant predictors in the fall. Language proficiency did not explain additional variance in ORF3 when added to the regression model after the literacy screeners. When it comes to classification accuracy, WIF had the largest area under the curve (AUC) of the fall and winter measures and the highest specificity (when sensitivity was selected as close to .90 as possible). Though it was not as strong as WIF's, DST's classification accuracy was much better than that of PSF. Findings indicate that the same cut scores can be used for ELLs at each level as for native English speakers (NESs). Results from this study contribute to the research suggesting that schools should use both WIF and a spelling measure, like DST, to assess first graders.
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