Comparison of Two Approaches to Reading Instruction for English Learners in Primary Grades

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

The purpose of the study is to compare the effect of a paired-bilingual versus an English-only reading program on the reading performance in English of Spanish-speaking English learners. Students received either bilingual or English-only reading instruction for three years from first to third grades and were assessed on reading fluency and comprehension repeatedly. Results suggest that learning to read in a paired bilingual program helps ELs acquire reading skills in English better than in an English-only program. Students receiving bilingual reading instruction developed their reading fluency faster than students receiving English-only reading instruction. Although the effects were not so prominent on reading comprehension, at-risk students had more benefit from bilingual reading instruction for reading comprehension than moderate or low-risk children.

Authors

• Yonghan Park, Chungnam National University

• Doris Luft Baker, University of Oregon