Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners’ Linguistic Knowledge

2016 ◽  
Vol 70 (2) ◽  
pp. 233-239 ◽  
Author(s):  
Anita C. Hernández ◽  
José A. Montelongo ◽  
Roberta J. Herter
Keyword(s):  
English Learners ◽  
Picture Books ◽  
Linguistic Knowledge ◽  
Latino English Learners

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

What variables condition syntactic transfer? A look at the L3 initial state

2010 ◽  
Vol 26 (2) ◽  
pp. 189-218 ◽  
Author(s):  
Jason Rothman ◽  
Jennifer Cabrelli Amaro
Keyword(s):  
English Learners ◽  
First Language ◽  
Linguistic Knowledge ◽  
Future Research ◽  
State Testing ◽  
Initial State ◽  
L1 Transfer ◽  
Third Language ◽  
Null Subject Parameter ◽  
English Speaking

This study investigates transfer at the third-language (L3) initial state, testing between the following possibilities: (1) the first language (L1) transfer hypothesis (an L1 effect for all adult acquisition), (2) the second language (L2) transfer hypothesis, where the L2 blocks L1 transfer (often referred to in the recent literature as the ‘L2 status factor’; Williams and Hammarberg, 1998), and (3) the Cumulative Enhancement Model (Flynn et al., 2004), which proposes selective transfer from all previous linguistic knowledge. We provide data from successful English-speaking learners of L2 Spanish at the initial state of acquiring L3 French and L3 Italian relating to properties of the Null-Subject Parameter (e.g. Chomsky, 1981; Rizzi, 1982). We compare these groups to each other, as well as to groups of English learners of L2 French and L2 Italian at the initial state, and conclude that the data are consistent with the predictions of the ‘L2 status factor’. However, we discuss an alternative possible interpretation based on (psycho)typologically-motivated transfer (borrowing from Kellerman, 1983), providing a methodology for future research in this domain to meaningfully tease apart the ‘L2 status factor’ from this alternative account.

scholarly journals Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 351-376
Author(s):  
Gavin Brooks ◽  
Jon Clenton ◽  
Simon Fraser
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Learners ◽  
Text Comprehension ◽  
Vocabulary Knowledge ◽  
Linguistic Knowledge ◽  
Word Decoding ◽  
Decoding Skills ◽  
General Linguistic

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

Best Practices for Teaching Latino English Learners in U.S. Schools

2021 ◽  
pp. 401-421
Author(s):  
Josefina Villamil Tinajero ◽  
Judith Hope Munter ◽  
Blanca Araujo
Keyword(s):  
Best Practices ◽  
English Learners ◽  
Latino English Learners

scholarly journals A Study of Home Emergent Literacy Experiences of Young Latino English Learners

2016 ◽  
Vol 45 (5) ◽  
pp. 651-658 ◽  
Author(s):  
Guy Trainin ◽  
Stephanie Wessels ◽  
Ron Nelson ◽  
Patricia Vadasy
Keyword(s):  
Emergent Literacy ◽  
English Learners ◽  
Literacy Experiences ◽  
Latino English Learners

scholarly journals Writing Instruction That Makes a Difference to English Learners

2017 ◽  
Vol 1 (24) ◽  
pp. 77-96
Author(s):  
Juan J. Araujo ◽  
Carol D. Wickstrom
Keyword(s):  
High School ◽  
Language Arts ◽  
Writing Instruction ◽  
English Learners ◽  
English Language Arts ◽  
English Language ◽  
Linguistic Knowledge ◽  
High School English ◽  
Language Arts Teachers ◽  
Arts Teachers

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

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