English and Spanish acquisition by Hispanic second graders in developmental bilingual programs: a 3-year longitudinal randomized study.
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program (n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program (n = 187) in terms of students' language and lite...
| Publicado en: | Hispanic Journal of Behavioral Sciences Vol. 30; no. 4; pp. 500 - 530 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105706392&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105706392 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07399863 HJB jtl: Hispanic Journal of Behavioral Sciences issn: 07399863 maglogo: Y pubinfo: dt: Nov2008 vid: 30 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105706392 105706392 2010075506 10.1177/0739986308324980 105706392 ppf: 500 ppct: 30 formats: tig: atl: English and Spanish acquisition by Hispanic second graders in developmental bilingual programs: a 3-year longitudinal randomized study. aug: au: Tong F Irby BJ Lara-Alecio R Mathes PG affil: Assistant professor, Dept of Educational Psychology, Texas A&M University sug: subj: Language Development In Infancy and Childhood Multilingualism Skill Acquisition In Infancy and Childhood Teaching Methods Child Clinical Trials Descriptive Statistics Effect Size Evaluation Research Funding Source P-Value Pretest-Posttest Design Psychological Tests Random Assignment Research Instruments Texas Human Child: 6-12 years ab: The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program (n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program (n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences (p values < .05) in favor of DBE students on (a) English measures of oral language, preliteracy skills, and reading fluency and comprehension (effect sizes of .12 to .71) and (b) Spanish measures of letter name and sound, preliteracy skills, and reading comprehension (effect sizes of .19 to .38). It was concluded that quality English instruction that incorporates direct and focused instruction, context-embedded vocabulary learning, and ongoing professional training in DBE programs is much needed to promote bilingualism and biliteracy. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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