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Debate is prevalent about the best models for English Language Learners (ELLs) to learn English and reach high levels of learning. Much research has shown that bilingual students'' literacy proficiency in their first and second languages is interdependent across languages. Students learning to read in one language transfer the knowledge and skills of the reading process to read in another language. This study was motivated by questions about how well Spanish-speaking students learning to reading in Spanish, an important first step in attaining cognitive academic language proficiency in…mehr

Produktbeschreibung
Debate is prevalent about the best models for English
Language Learners (ELLs) to learn English and reach
high levels of learning. Much research has shown
that bilingual students'' literacy proficiency in
their first and second languages is interdependent
across languages. Students learning to read in one
language transfer the knowledge and skills of the
reading process to read in another language.
This study was motivated by questions about how well
Spanish-speaking students learning to reading in
Spanish, an important first step in attaining
cognitive academic language proficiency in Spanish,
also read in English. Sixty-three first graders from
three native language literacy programs were assessed
in both Spanish and English. These students were
receiving literacy instruction in Spanish native
language literacy classes.
This analysis sheds light on native language literacy
students reading in their first language and in
English and should be especially helpful for
educators and researchers working with native
language literacy students and programs.
Autorenporträt
Charlayne K. Myers, Ed.D.: Earned Doctorate and Masters of Arts
in Education from Hamline University, St. Paul, Minnesota, USA.
Currently Director of Professional Development and Assessment in
the Minneapolis Public Schools, Minneapolis, Minnesota.