The Effects of Books in Spanish and Free Reading Time on Hispanic Students’ Reading Abilities and Attitudes

Schon, Isabel; Hopkins, Kenneth D.; Davis, Watson

doi:10.1080/08855072.1982.10668432

Cited by 8 publications

(3 citation statements)

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“…Substituting free reading in Spanish for seventh-and eighth-grade and high-school Hispanic students' regular reading instruction had no differential effect on English reading achievement as compared to a control group which received basic instruction in reading English except that at the eighth grade, the control group outperformed the others on English reading comprehension (Schon et al, 1983;Schon et al, 1985). Supplemental free reading in Spanish also did not enhance English reading achievement above and beyond regular English reading instruction for primary-grade Hispanics (Schon et al, 1982). However, in one study, primarygrade ESL students' reading attitudes may have been enhanced when the students did supplemental reading in their native language (Schon et al, 1982).…”

Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 85%

“…Supplemental free reading in Spanish also did not enhance English reading achievement above and beyond regular English reading instruction for primary-grade Hispanics (Schon et al, 1982). However, in one study, primarygrade ESL students' reading attitudes may have been enhanced when the students did supplemental reading in their native language (Schon et al, 1982).…”

Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 99%

“…Neither supplementary reading in Spanish nor free reading in Spanish which supplanted regular reading instruction enhanced primary grade, seventh-and eighthgrade, and high-school Hispanic students' English reading achievement above and beyond regular English reading instruction (Kaufman, 1968;Schon, Hopkins, & Davis, 1982;Schon, Hopkins, & Vojir, 1983;Schon, Hopkins, & Vojir, 1985). Supplementing or supplanting English reading with native-language reading was done primarily because of the belief that development of abilities in one language might transfer to another language.…”

Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 99%

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English-as-a-Second-Language Reading Instruction in the United States: A Research Review

Fitzgerald

1995

Journal of Reading Behavior

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The purpose of this review is to characterize research and portray findings on English-as-a-second-language (ESL) reading instruction in the United States. The spectrum of research on ESL reading instruction in the United States might best be characterized as having considerable breadth, but little depth. However, some tentative themes emerged. Among the most important statements that could be made were the following. First, some broad classroom parameters were discerned: Students may work mainly in small groups, stressing word recognition and oral reading; typical instructional discourse patterns may be incompatible with common home-discourse patterns; and teachers may work with lower ESL groups in different ways and stress lower level skills even more as compared to higher ESL groups. Second, research contributed little clarification on issues surrounding the role and timing of native-language reading instruction and ESL reading instruction for ESL reading achievement. Third, instruction targeting specific student knowledge, such as vocabulary knowledge, background knowledge, and text-structure knowledge, was generally effective. Fourth, there was a paucity of information about important issues related to ESL reading in teacher materials. Purpose, Definitions, and DelimitationsThe purpose of this article is to characterize research and portray findings from studies on English-as-a-second-language (ESL) reading instruction in the United States. The definition of United States ESL learners used for this review is individuals residing in the United States who meet the federal government's definition of "limited English proficient" (Public Law 100-297, April 28, 1988, 102 115 116 Journal of Reading BehaviorStatute 276, 20 USC 3283, Section 7003): ESL learners (a) are not born in the United States, (b) have native languages other than English, (c) come from environments where English was not dominant, or (d) are American Indian or Alaskan natives from environments where languages other than English impact their English proficiency levels. Recently, the government has also allowed program funding for Hawaiian-and Haitian-Creole speakers under the rubric of "limited English proficient." In this article, the term ESL learners is used as a special case of the phrase, "language minorities," which in general refers to individuals who are living in a place where they do not speak the majority's language.The focus on English reading in this review does not carry an implied author advocacy of an "English only" position.

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Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 85%

Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 99%

Section: The Role and Timing Of Native-language Reading And Of Esl Rementioning

confidence: 99%

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English-as-a-Second-Language Reading Instruction in the United States: A Research Review

Fitzgerald

1995

Journal of Reading Behavior

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Conclusion: what have we learned?

Elley¹

2001

International Journal of Educational Research

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Educating English Language Learners

et al. 2006

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The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

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The Effects of Books in Spanish and Free Reading Time on Hispanic Students’ Reading Abilities and Attitudes

Cited by 8 publications

References 1 publication

English-as-a-Second-Language Reading Instruction in the United States: A Research Review

English-as-a-Second-Language Reading Instruction in the United States: A Research Review

Conclusion: what have we learned?

Educating English Language Learners

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