Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model

Sparrow, Wendy; Butvilofsky, Sandra; Escamilla, Kathy; Hopewell, Susan; Tolento, Teresa

doi:10.1080/15235882.2014.893271

Cited by 26 publications

(14 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An explanation for this stronger effect on English writing may be that at the heart of Literacy Squared model is an enhanced attention to writing. In previous studies (Butvilofsky, 2010;, 2013Escamilla & Hopewell, 2010;Sparrow, Butvilofsky, Escamilla, Hopewell, & Tolento, 2014), we found a strong correlation between writing and reading outcomes in both languages. This finding is supported by the notion that writing and reading are not only interconnected, but also that writing leads to reading development (Ferreiro, 2002).…”

Section: Discussionsupporting

confidence: 65%

Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade

Soltero-González

Sparrow

Butvilofsky

et al. 2016

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

This longitudinal study examined whether the implementation of a SpanishEnglish paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasiexperimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in paired literacy instruction from Grades K-3 (n = 167) to those of students from the same schools who received sequential literacy instruction in K-2 and started to participate in the paired literacy model in third grade (n = 191). Students' writing and reading were assessed in both languages using informal measures; third-grade reading scores on a high-stakes state assessment were also examined. Independent-samples t tests were conducted to compare means on the four measures (Spanish and English writing and reading), and Cohen's d was calculated to generate effect sizes for each assessment in each language. Frequencies were run to determine the percentage of students who met or exceeded the state test performance standards. Findings indicate that the paired literacy group scored considerably higher than students in the comparison group on all measures. Furthermore, differences between groups were statistically significant for each outcome measure in each language with moderate to large effect sizes (0.42 to 0.90). Also, a larger percentage of students in the paired literacy group met or exceeded the state test performance standards. These findings suggest that paired literacy instruction leads to stronger literacy outcomes in both languages than sequential literacy. Implications for practice and future research are provided.

show abstract

Section: Discussionsupporting

confidence: 65%

Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade

Soltero-González

Sparrow

Butvilofsky

et al. 2016

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although participant characteristics such as self-rated proficiency, amount of use, and age of acquisition of each language are often provided (for a review, see Surrain and Luk, in press ), in what context speakers learned and used each language in the past is typically left undescribed. However, there is evidence that learning to read in the home language affects literacy skills in other languages (e.g., Shanahan and Escamilla, 2009 ; Sparrow et al, 2014 ; Shin et al, 2015 ), suggesting that biliteracy – and likely the language of schooling – may be relevant dimensions to examine in studies of bilingualism and cognition. Additionally, language brokering (i.e., informal translation) experience has been found to affect language processing (e.g., López et al, 2017 ; López and Vaid, 2018 ) and conceptual representations (e.g., López and Vaid, 2016 ), pointing to the importance of understanding not only how much bilinguals have used each language but also for what purpose they have used each language.…”

Section: On Characterizing Our Samples: Bilinguals Are a Diverse Groumentioning

confidence: 99%

Exploiting Language Variation to Better Understand the Cognitive Consequences of Bilingualism

2018

View full text Add to dashboard Cite

Within the past decade, there has been an explosion of research investigating the cognitive consequences of bilingualism. However, a controversy has arisen specifically involving research claiming a “bilingual advantage” in executive function. In this brief review, we re-examine the nature of the “bilingual advantage” and suggest three themes for future research. First, there must be a theoretical account of how specific variation in language experience impacts aspects of executive function and domain general cognition. Second, efforts toward adequately characterizing the participants tested will be critical to interpreting results. Finally, designing studies that employ converging analytical approaches and sensitive methodologies will be important to advance our knowledge of the dynamics between bilingual language experience and cognition.

show abstract

“…The research shows that HL instruction is beneficial for the development of biliteracy, and the quality of instruction is crucial (Sparrow et al, 2014). If attended, the HL classes may positively influence the development of literacy skills in bilinguals.…”

Section: Introductionmentioning

confidence: 93%

“…Most studies conducted on literacy skills in bilinguals focus either on writing or on reading, with only a few focusing on both skills (e.g., Brehmer & Mehlhorn, 2018;Brehmer et al, in press;Dworin, 2003;2006;Klinger et al, 2019b;Sparrow et al, 2014). Studies conducted on writing in more than one language have shown that writing skills in different languages are positively interrelated (Schoonen et al, 2003;2011;Soltero-González et al, 2012;Sparrow et al, 2014;Uluçam-Wegmann et al, 2019;Usanova, 2019;. The studies which considered both skills in bilingual students revealed that the acquisition sequence for both skills may deviate from typical monolingual sequences (Dworin, 2006).…”

Section: Introductionmentioning

confidence: 99%

Biscriptuality as a Bridge to Biliteracy: The Development of Scriptual Skills in Reading and Writing in Russian as a Heritage Language in Germany

Usanova

Schnoor

2021

Journal of Home Language Research

View full text Add to dashboard Cite

Due to the specific context of language acquisition and language learning within a migration situation, students may have only restricted opportunities to acquire literacy (reading and writing) in their heritage language in institutional settings. Therefore, in migration contexts, students' literacy skills in different languages may follow different developmental paths resulting in various levels of reading and writing skills. While previous research has shown that the exposure to different scripts in biscriptual bilinguals may contribute to the heterogeneity of writing skills in a heritage language, the role of scriptual skills in constituting complex literacy profiles of both reading and writing remains to be clarified. Utilising Latent Transition Analysis, the present study investigates students' profiles of scriptual skills in reading and writing and the patterns of change within the profiles occurring over time. This study draws on the data of the German panel study "Multilingual Development: A Longitudinal Perspective" (MEZ). Overall, it analyzes the development of scriptual skills in Russian as a heritage language of 131 German-Russian bilinguals from the two cohorts (grade 7 and grade 9) over three waves. The results reveal different developmental patterns for scriptual skills in reading and writing of biscriptual bilinguals and suggest that the use of the Latin script may serve as the bridge to biscriptuality. Furthermore, the findings highlight the role of heritage language classes in the development of scriptual skills.

show abstract

Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model

Cited by 26 publications

References 5 publications

Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade

Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade

Exploiting Language Variation to Better Understand the Cognitive Consequences of Bilingualism

Biscriptuality as a Bridge to Biliteracy: The Development of Scriptual Skills in Reading and Writing in Russian as a Heritage Language in Germany

Contact Info

Product

Resources

About