Investigating the Efficacy of Cognate Strategy Instruction for Spanish-Speaking English Learners in Elementary School

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-2 - English Language Learners and Literacy

Abstract

Research on Cognate Strategy Instruction (CSI) was conducted with 4th and 5th Grade Spanish-Speaking ELs over a 3-month period in two northern California elementary schools in pullout ELD classes. Teachers in the experimental group (School A) received professional development and CSI materials and taught CSI for 4 weeks. School B (control) requested and received instruction in CSI after the initial study and a second round of instruction was studied. Pre- and post-test data show statistically significant growth in students’ knowledge and use of cognates. Qualitative data include observations, interviews, and work samples that show positive effects for both teachers and children. Findings also suggest that when Spanish (L1) literacy is limited, students and teachers must work harder to build cross-linguistic connections.

Authors

• Dana L. Grisham, National University

• Shira Lubliner, California State University - East Bay