A first‐grade reading and language development intervention for English learners (Spanish/English) at risk difficulties was examined. The conducted in the same as students' core instruction (English). Two hundred sixteen students from 14 classrooms 4 schools 2 districts were screened both Spanish. Forty‐eight (22%) did not pass screening languages randomly assigned within to an or contrast group; after 7 months, 41 remained study. Intervention groups of 3 5 met daily (50 minutes) provided...

Purpose The purpose of this study was to examine the effects initial first and second language proficiencies as well instruction that a student receives on relationship between native ability students who are English learners (ELLs) their development early literacy skills language. Method This investigated among Spanish-speaking in 2 large urban school districts, 1 middle-size district, border district. A total 1,016 ELLs kindergarten participated study. Students were administered...

This study examined the effects of an intensive shared book-reading intervention on vocabulary development preschool children who were at risk for delay. The participants 125 children, researchers stratified by classroom and randomly assigned to one two conditions (i.e., experimental, Words Oral Reading Language Development [WORLD] intervention; or typical practice). Results researcher-developed measures showed statistically practically significant WORLD with no differential higher versus...

Two studies of Grade 1 reading interventions for English-language (EL) learners at risk problems were conducted. samples EL students randomly assigned to a treatment or untreated comparison group on the basis their language instruction core (i.e., Spanish English). In all, 91 completed English study (43 and 48 comparison), 80 (35 45 comparison). Treatment received approximately 115 sessions supplemental daily 50 minutes in groups 3 5. Findings from revealed statistically significant...

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk difficulties examined. Participants 69 in 20 classrooms 7 schools from 3 districts initially did not pass the screening randomly assigned within to a treatment or comparison group; after months, 64 remained study. matched instruction their core program (Spanish). Treatment groups 5 met daily 50 min provided explicit oral by trained bilingual...

Abstract This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one teachers 148 children from their classrooms were randomly assigned at class level to either Words Oral Reading Language Development (WORLD) intervention or a practice-as-usual condition. Children screened selected approximate three levels (15th, 30th, 50th). WORLD implemented in small groups 5 6 students, days per...

Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), parent–child shared frequency. As part of a larger study, reports level, SES, HLE, beliefs along with expressive receptive were collected for 252 mothers their preschool children from 2 demographically similar school districts in 1 county. Correlations moderate positive,...

This study investigated the relation of teacher characteristics, including ratings quality, to classroom instructional variables and bilingual students' literacy oral language outcomes at end kindergarten year. Teacher characteristics included observational measures proficiency, activity structure, as well surveys knowledge reading‐related skills. Student in both languages letter naming, word reading, phonological awareness composites. The involved 141 teachers from a multisite project who...

The aim of this study was to explore within-group patterns variability in the home literacy environments (HLEs) low-income Latino families using latent profile analysis. Participants were (N = 193) preschoolers enrolled a larger study. In fall 2012, mothers filled out family practices inventory, beliefs and socio-demographic questionnaire. Results revealed three psychometrically distinct HLE profiles. Profile 1 (37%), labelled Low Beliefs, Practices (LBLP), characterized by very low incomes,...

Abstract Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research‐based principles preschool teachers can use to design shared book reading lessons accelerate content helping young talk about important connections related science social studies These guide in building networks of making world via informational narrative texts.

Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on vocabulary development preschool dual language learners (DLLs). Using book reading as mode instruction, we randomly assigned 48 bilingual teachers and 281 Spanish-speaking DLLs from their classrooms at class level to either a content-enriched interactive intervention or thematic content-related condition. Screened using preLAS®, were selected for...

Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities an economically stressed Spanish-speaking English learner (ELL) preschool sample evaluate predictive relationship these later listening comprehension. Latent class analysis used identify similarities both latent outcome variables form classes students with similar profiles on measured variables. Our 1st finding confirmed existence 4 distinct...

Purpose The purpose of this article is to share what we have learned from a series 4 scientific studies about preventing reading failure through early intervention with native Spanish-speaking students who are struggling readers. goal provide guidance practitioners effective practices for working children become readers using evidence rather than conjecture and opinion. Method First, the method findings summarized each (2 English, 2 Spanish) examining supplemental that was provided in...

The purpose of this study was to describe what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related two dimensions classroom management. participants the were female working Ankara. data collected through a demographic information protocol, interviews, observations, document review. findings showed that teachers' closer than their self-reported actual practices. Also, mainly influenced by physical characteristics schools children's characteristics.

Using Asian Critical Race Theory and Resilience Theory, this qualitative study explores how international college students experienced racism before after the eruption of COVID-19 pandemic they developed used resilience to counteract that racism. Eleven participants shared their counter-narratives through semi-structured interviews. Results reveal that, pandemic, were regularly subjected racist acts attitudes grounded in a deficit view Asians treated them as inscrutable foreigners, blamed...

This study examined the relations between problem behaviors and early learning outcomes among 138 children in dual-language pre-K programs who were identified at beginning of school year to be risk for difficulties language literacy development. Children’s expressive receptive vocabulary, listening comprehension, conceptual thinking skills assessed again end year. Their (externalizing, bullying, hyperactivity, internalizing) midyear via teacher ratings. With exception internalizing...

Components of first-grade intervention programs that addressed oral language and listening comprehension instruction within an intensive literacy for native Spanish-speaking students struggling with reading difficulties are described. Findings the based on 4 large-scale experimental studies (published elsewhere) in which was provided to English learners (ELLs) same as core (Spanish or English). Interventions taught children alphabetic principle letter–sound correspondences how read words...

There is growing evidence of cross-language transfer in metalinguistic processes related to reading acquisition and development. In particular, phonological awareness a requisite process that shares similarities across Spanish English. Through explicit instruction instructional design analyses, we propose principles facilitate phonemic development from English for children at risk early difficulties. this article (a) profile the performance language learners, (b) highlight role learning read...

Academic success of at-risk, African American students in inner-city environments is not due to chance but the result a culmination factors. This study describes characteristics Wesley Elementary that are supported by research on effective schools. The researcher, formerly Title I Coordinator/Reading Specialist at Wesley, interviewed three teachers who had taught along with former principal, Dr. Thaddeus Lott. An educational consultant assisted writing process from 1991-1992 was also verify...

Abstract This article bridges research to practice by summarizing an interactive content‐enriched shared book reading approach that Spanish‐speaking parents of preschool‐age children can easily use in the home accelerate content vocabulary knowledge Spanish. The was implemented preschool classrooms using a transitional bilingual education model Central Texas and Saturday Spanish heritage language school Midwestern United States. emergent from both lower higher socioeconomic status...

Shared book reading is a prominent practice in preschools; however, limited research has examined this classrooms with English language learners (ELLs). This study investigated the shared practices of seven preschool teachers Spanish-speaking ELLs to describe their vocabulary instructional before and after receiving guidance (i.e., curriculum implementation, distributed professional development, cues). Teachers implemented 75 fifteen-min daily structured sessions for 15 weeks. In addition,...