Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners

Carlo, María S.; Barr, Christopher D.; August, Diane; Calderon, Margarita; Artzi, Lauren

doi:10.1080/15235882.2014.963739

Cited by 40 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies find that Spanish vocabulary skills predict English reading comprehension outcomes (Kelley, Roe, Blanchard, & Atwill, 2015;Proctor, August, Carlo, & Snow, 2006), while others suggest that they do not (Mancilla-Martinez & Lesaux, 2010Nakamoto, Lindsey, & Manis, 2008). These differences may be partly due to whether students receive formal instructional support in Spanish (Carlo, Barr, August, Calderón, & Artzi, 2014).…”

Section: Reading Comprehensionmentioning

confidence: 99%

Questioning the monolingual norm with conceptually scored bilingual vocabulary assessments: Findings from a research–practice partnership

McClain

Mancilla-Martinez

2021

TESOL Journal

View full text Add to dashboard Cite

Spanish-English bilingual learners are the fastest growing demographic in U.S. elementary schools. Yet many schools, particularly those in new immigration destination regions, continue to measure bilingual students' vocabulary using monolingual norms. This inequitable practice makes it appear as if bilingual learners have lower language abilities compared to their monolingual peers. Use of conceptually scored bilingual vocabulary assessments allows bilingual students to more comprehensively draw from their entire linguistic repertoires to demonstrate their vocabulary knowledge-which is distributed across languages-thus allowing for a more complete understanding of their language development. As part of a research-practice partnership program, the authors collected receptive vocabulary data from Spanish-English bilingual students from three urban elementary schools in the southern United States. A comparison of their performance on monolingual versus conceptually scored bilingual receptive vocabulary assessments demonstrates the importance of utilizing assessments that center bilingual practices as the norm. Implications are discussed, including the importance of advocating for more equitable language practices and policies.

show abstract

Section: Reading Comprehensionmentioning

confidence: 99%

Questioning the monolingual norm with conceptually scored bilingual vocabulary assessments: Findings from a research–practice partnership

McClain

Mancilla-Martinez

2021

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…However, children who enter school with strong skills in their native language are able to transfer those skills while learning English [11]. This cross-linguistic transfer occurs when children access and use their knowledge from their native language and apply it to the new language they are learning [13,14]. For example, children may use their understanding of letter-sounds of their native language and apply them to letters of the English alphabet.…”

Section: Native Language Literacy Instructionmentioning

confidence: 99%

Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages

Gonzales

Hughes

2018

Education Sciences

View full text Add to dashboard Cite

The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child’s native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.

show abstract

“…Carlo and his colleagues (Carlo et al, 2014), investigated the role of the language of instruction in moderating the relationships between initial levels of English oral language proficiency. The instructed groups, advanced faster than the students without initial strong Spanish reading comprehension skills.…”

Section: Transfer Of Skillsmentioning

confidence: 99%

The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

Altmisdort¹

2016

ELT

View full text Add to dashboard Cite

This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.

show abstract

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners

Cited by 40 publications

References 34 publications

Questioning the monolingual norm with conceptually scored bilingual vocabulary assessments: Findings from a research–practice partnership

Questioning the monolingual norm with conceptually scored bilingual vocabulary assessments: Findings from a research–practice partnership

Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages

The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

Contact Info

Product

Resources

About