Beginning English Reading and Young English Learners

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Research with monolingual English speakers indicates the benefits of explicit instruction in beginning reading skills (Blachman et al., 2003; Denton, Vaughn, & Fletcher, 2003; Torgeson et al., 2001; Vellutino et al., 1996). This limited research base however, lacks a greater understanding regarding exactly how English learners learn to read in a second language at an early age. In the present study students were assessed in both kindergarten and first grade on a broad academic battery that included phonological awareness, letter knowledge,
vocabulary, word reading and oral reading fluency. These measures were analyzed to determine which early reading skills predicted adequate English oral reading fluency scores at the end of first grade. This study sought to investigate the relationship between early Spanish and English literacy skills in kindergarten and first grade and risk status for oral reading fluency at the end of first grade in a sample of Spanish-speaking English language learners (ELL).

Keywords: Beginning Reading, Instruction, Intervention, English Learners
Stream: Special Education, Learning Difficulties, Disability
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Terese Carmen Aceves

Assistant Professor, School of Education, Loyola Marymount University
Los Angeles, California, USA

Dr. Terese C. Jiménez obtained her bachelor’s in psychology at the University of California, Berkeley and her general education, special education and bilingual resource specialist credentials at Loyola Marymount University. In 2004 Dr. Jiménez received both her Ph.D. in Special Education, Disabilities and Risk Studies and Masters in School Psychology from the University of California, Santa Barbara. Before initiating her doctoral studies, Dr. Jiménez taught as a fully credentialed bilingual resource specialist in a predominantly low-income, Latino community within the Los Angeles area. Her research interests include examining the development, application, and evaluation of problem-based pedagogy for professional education to improve instructional outcomes for students with disabilities, the early intervention and identification of children at-risk for reading difficulties, and the investigation of early home literacy practices of Latino families.

Dr. Ignacio Higareda

Assistant Professor, School of Education, Loyola Marymount University
Los Angeles, CA, USA

Areas of Interest: Sociocultural influences on academic achievement for English Learners, The impact of Latino bilingual educators on classroom instruction for English Learners, Motivation and literacy of children in the elementary grades

Dr. Alexis Filippini

Assistant Professor, Special Education Department, San Francisco State University
San Francisco, CA, USA

Ref: L09P0421