Teaching struggling readers who are native Spanish speakers: what do we know?
Purpose: The purpose of this article is to share what we have learned from a series of 4 scientific studies about preventing reading failure through early intervention with native Spanish-speaking students who are struggling readers. The goal is to provide guidance to practitioners about effective p...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 38; no. 3; pp. 260 - 272 |
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| Autores principales: | , , , , |
| Formato: | CEU exam questions tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2007
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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=106183447&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106183447 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2007 vid: 38 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106183447 106183447 2009640865 10.1044/0161-1461(2007/027) NLM17625052 106183447 ppf: 260 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Teaching struggling readers who are native Spanish speakers: what do we know? aug: au: Mathes PG Pollard-Durodola SD Cárdenas-Hagan E Linan-Thompson S Vaughn S affil: Southern Methodist University, Dallas, TX sug: subj: Early Childhood Intervention English as a Second Language In Infancy and Childhood Reading Education Teaching Methods Child Education, Continuing (Credit) Hispanic Americans Language Development Phonetics Reading Disorders Prevention and Control Skill Retention Speech Child: 6-12 years ab: Purpose: The purpose of this article is to share what we have learned from a series of 4 scientific studies about preventing reading failure through early intervention with native Spanish-speaking students who are struggling readers. The goal is to provide guidance to practitioners about effective practices for working with native Spanish-speaking children who are struggling to become readers using evidence rather than conjecture and opinion. Method: First, the method and findings are summarized from each of 4 scientific studies (2 English, 2 Spanish) examining supplemental reading intervention that was provided in addition to core reading instruction in first grade. Second, the supplemental interventions are detailed. Next, aspects of instruction that appear to generalize from what we know about preventing reading failure among native English speakers are discussed. Last, the types of adjustments made to this instruction in order to accommodate the needs of English language learners are examined. Implications: Outcomes confirm that native Spanish-speaking children benefited from explicit, systematic instruction that shared many of the same elements that have been proven to be effective with native English speakers. Further, English as a second language teaching techniques (i.e., use of concrete gestures and visual aids, consistent and repeated routines, and use of repeated phrases and consistent language) benefited native Spanish speakers who were struggling to learn to read in English. However, little transfer of knowledge from one language to another was detected. pubtype: Academic Journal doctype: CEU exam questions tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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