Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools

Restrepo, M. Adelaida; Castilla, Anny Patricia; Schwanenflugel, Paula J.; Neuharth‐Pritchett, Stacey; Hamilton, Claire E.; Arboleda, Alejandra

doi:10.1044/0161-1461(2009/06-0017)

Cited by 55 publications

(32 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is a paucity of research regarding the sentence length and complexity of ELs (Restrepo et al, 2010). In this study, students averaged approximately 10 words per sentence, with minimal changes during the year.…”

Section: Resultsmentioning

confidence: 82%

“…These students increased their writing production on both assessment measures, which increased the likelihood of higher scores on other scored items, such as writing beyond the picture in the TEWL-2 test and for the number of logical sentences on the WFtB scoring rubric. Writing achievement is a function of productivity and complexity (Restrepo et al, 2010), and productivity may need to precede a focus on writing complexity among beginning writers as generating more writing allows for more content. The informational writing in this study supported writing productivity, not merely to add sentences, but to communicate more information about the topics.…”

Section: Discussionmentioning

confidence: 99%

“…But, productivity is an important aspect of writing development, so post hoc tests accounted for the number of words and number of sentences. Extant research has indicated that bilinguals and ELs tend to write less than their English-fluent peers and that such proxies provide information about writing achievement (Restrepo et al, 2010). Generating more text correlates with higher scores on writing tasks.…”

Section: High and Low Subscoresmentioning

confidence: 99%

See 2 more Smart Citations

Using modeled writing to support English-only and English-learner second-grade students

Mohr

2016

The Journal of Educational Research

View full text Add to dashboard Cite

This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre-and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities.

show abstract

Section: Resultsmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: High and Low Subscoresmentioning

confidence: 99%

See 1 more Smart Citation

Using modeled writing to support English-only and English-learner second-grade students

Mohr

2016

The Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…First, if the parent's English proficiency is low, talking and teaching the children in English leads to decreases in the quantity and quality of the language and literacy practices that the child experience at home (Guardado, 2011;Hammer et al, 2009;Reyes, 2011), which in turn increases the risk for low language skills in this population (Guardado, 2011;Hammer et al, 2009). Second, Spanish-speaking children who receive English-only education are at increased risk for first language loss (e.g., Ada & Zubizarreta, 2001;Gutierrez-Clellen & Kreiter, 2003;Duursma, 2007;Pacini-Ketchabaw et al, 2001;Restrepo et al, 2010), and shifting from the first language to the second language at home will only exacerbate the problem of first language loss (Guardado, 2011;Reyes, 2011, Valdez, 2011).…”

Section: Families' Beliefs About Language and Literacymentioning

confidence: 99%

Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design

Mesa

Restrepo

2019

LSHSS

Self Cite

View full text Add to dashboard Cite

Purpose This study investigated the effects of a family literacy program on Latino parents' language practices at home and their children's oral language skills. The study examined the extent to which (a) the program called Family Reading Intervention for Language and Literacy in Spanish was effective at teaching low-income, low-education Latino parents 3 language strategies (i.e., comments, high-level questions, and recasts) for reading aloud and (b) parent implementation of the target strategies influenced children's language skills. Method Five Latino mothers and their Spanish-speaking preschool children participated in a multiple-baseline, single-subject design across participants. Program initiation was staggered across the mothers after obtaining a stable baseline. Data on parent and child outcomes were collected across 3 experimental conditions: baseline, intervention, and follow-up. This study employed visual data analysis (e.g., level, trend, variability) to examine the program effects on parent and child outcomes. Results The program had an important effect on parental use of comments and high-level questions, but less impact on recasts. In addition, the program had a notable effect on the children's use of different words and conversational turns, less effect on inferences, and no effect on the mean length of utterance in words. Conclusion Family Reading Intervention for Language and Literacy in Spanish is an effective program to extend and enrich the reading practices that low-income children from a culturally and linguistically diverse background experience at home. The results have implications for family literacy programs aimed at minority Spanish-speaking families.

show abstract

“…Various studies have done this by directly incorporating home language instruction into treatment with bilingual children with or at risk for language impairment. [12][13][14][15][16][17][18][19][20][21][22] Systematic variations of the language of instruction have ranged from a preteaching session in L1, 22 focusing on an L1 target until the criterion is met, 16 switching languages within a session to provide definitions or contextual information, 15 and alternating the language of instruction across sessions or for a given time block. 20 These studies report significant gains in vocabulary, narrative, or morphosyntactic skills of DLLs with or at risk for language impairment.…”

Section: Systematic Variation Of the Language Of Instructionmentioning

confidence: 99%

Dual Language Intervention for Bilinguals at Risk for Language Impairment

2015

View full text Add to dashboard Cite

Selecting the initial language of intervention for bilingual children at risk for language impairment is challenging for clinicians, as both the home and academic languages are important for children's successful communication. In this project, six Spanish-English bilingual first graders at risk for language impairment participated in an 8-week intervention program targeting vocabulary, morphosyntax, narrative, and literacy skills in both Spanish and English. Children completed 24 small-group sessions (three times a week). One group received Spanish intervention first, then English, and another group received English first, then Spanish. The systematic use of both languages in intervention resulted in overall gains in vocabulary and narrative skills in this short-term intervention. Language condition groups differed in performance on oral narratives and semantics. Clinical recommendations for selecting the initial language of intervention are discussed.

show abstract

Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools

Abstract: The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Cited by 55 publications

References 35 publications

Using modeled writing to support English-only and English-learner second-grade students

Using modeled writing to support English-only and English-learner second-grade students

Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design

Dual Language Intervention for Bilinguals at Risk for Language Impairment

Contact Info

Product

Resources

About