Investigating the Effectiveness of Cognate Strategy Instruction With Spanish-Speaking Bilingual Students

• In Event: Translanguaging Practices and Vocabulary Development for Emergent Bilingual Learners

Abstract

This study investigated the effectiveness of teaching Cognate Strategy Instruction (CSI) to Spanish-speaking bilingual students. Two classroom groups of students received bilingual instruction in Reading/Language Arts from the same teacher over one academic year. The experimental group’s instruction included 30-minute Cognate Strategy Instruction (CSI) lessons twice per week throughout the school year. An analysis of reading comprehension posttest scores demonstrated that the students who received CSI instruction significantly outperformed the control group, with large effects favoring the experimental group. Results of the study suggest CSI could be a valuable addition to the curriculum for Spanish-speaking students.

Authors

• Shira Lubliner, California State University - East Bay

• Dana L. Grisham, National University

• Raquel Moran, Hayward Unified School District