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The Success of Reading Recovery
for English Language Learners and
Descubriendo la Lectura for Bilingual
Students in California
The Success of Reading Recovery for English Language Learners and
Descubriendo la Lectura for Bilingual Students in California
J.C. Neal & P.R. Kelly. (1999). Literacy Teaching and Learning: An
International Journal of Early Reading and Writing, 4(2),
81-108.
Background
The purpose of the study by Neal and Kelly was to determine if
Reading Recovery and Descubriendo la Lectura interventions resulted
in reading and writing success for two groups of bilingual children:
(a) English language learners receiving Reading Recovery instruction
(first-grade children acquiring English as a second language
concomitantly with developing literacy in English through
instruction provided in English-speaking classrooms), and (b)
Spanish-speaking children receiving the Descubriendo la Lectura
intervention who were in first-grade bilingual classrooms that
provided language instruction.
Pretest and posttest data for the two target populations of
first-grade children in California were compared with data for the
total English-speaking population of children in Reading Recovery in
California for three academic years, 1993-1996, and with end-of-year
data from random samples of first-grade children.
Findings
Results of the study indicate that statistically significant
progress was made by both target populations of children, indicating
that the interventions enabled low-performing English language
learners and Spanish-speaking children to improve their performance
on selected indicators of literacy acquisition. The proportion of
these children's success rates compared favorably with that of the
total population involved in the interventions, and they achieved
scores within the average range of a cohort of their peers drawn
from a random sample of first graders.
Full text of this article is available online: The Success of
Reading Recovery for English Language Learners...(PDF
version)
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