Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests-Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition.

[1]  S. Jay Samuels,et al.  Toward a theory of automatic information processing in reading, revisited. , 1994 .

[2]  Paul T. Sindelar,et al.  The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension , 1985 .

[3]  Marilyn K. Rousseau.  Increasing Reading Proficiency of Language-Minority Students with Speech and Language Impairments. , 1993 .

[4]  Robert T. Jiménez.  The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school , 1997 .

[5]  READING STRATEGIES OF BILITERATE CHILDREN FOR ENGLISH AND SPANISH TEXTS , 1993 .

[6]  Robert T. Jiménez.  Understanding and Promoting the Reading Comprehension of Bilingual Students , 1994 .

[7]  Valerie Anderson,et al.  Linking Reading Comprehension Instruction to Language Development for Language-Minority Students , 1994, The Elementary School Journal.

[8]  Nancy L. Allen,et al.  The Nation's Report Card: Fourth-Grade Reading, 2000. , 2001 .

[9]  Virginia W. Berninger,et al.  Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice , 2002 .

[10]  Patricia A. Herman.  The Effect of Repeated Readings on Reading Rate, Speech Pauses, and Word Recognition Accuracy. , 1985 .

[11]  H. Douglas Brown,et al.  Improving Schooling for Language‐Minority Children: A Research Agenda.* , 1998 .

[12]  R. Woodcock.  Woodcock Reading Mastery Tests-Revised , 1987 .

[13]  Mark S. Seidenberg,et al.  PSYCHOLOGICAL SCIENCE IN THE PUBLIC INTEREST HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING , 2022 .

[14]  W. Grabe.  CURRENT DEVELOPMENTS IN SECOND LANGUAGE READING RESEARCH , 1991 .

[15]  S. Ulanoff,et al.  Learning Words From Books: The Effects of Read-Aloud on Second Language Vocabulary Acquisition , 1999 .

[16]  N. Cooke,et al.  The Effects of Two Repeated Reading Interventions on Generalization of Fluency , 1992 .

[17]  Charles A. Perfetti,et al.  Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension. , 1982 .

[18]  Jack M. Fletcher,et al.  Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis. , 1996 .

[19]  S. Jay Samuels,et al.  Toward a theory of automatic information processing in reading , 1974 .

[20]  Anthony Biglan,et al.  The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School , 2000 .

[21]  Barbara A. Wasik,et al.  Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs. , 1993 .

[22]  Keith E. Stanovich,et al.  Concepts in developmental theories of reading skill: Cognitive resources, automaticity, and modularity. , 1990 .

[23]  Russell Gersten,et al.  Literacy Instruction for Language-Minority Students: The Transition Years , 1996, The Elementary School Journal.

[24]  Patricia R. Kelly,et al.  The Success of Reading Recovery for English Language Learners and Descubriendo La Lectura for Bilingual Students in California , 1999 .

[25]  Robert Kann.  The Method of Repeated Readings , 1983, Journal of learning disabilities.

[26]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[27]  J. Michael O'Malley,et al.  The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms , 1996, The Elementary School Journal.

[28]  E. Hiebert,et al.  Beginning Reading Instruction: Research on Early Interventions , 2000 .

[29]  Miriam Muñiz-Swicegood.  The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Bilingual Students , 1994 .

[30]  T. Rasinski.  Effects of Repeated Reading and Listening-While-Reading on Reading Fluency , 1990 .

[31]  S. Walmsley,et al.  No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools. Language and Literacy Series. , 1995 .

[32]  Beverly Cabello,et al.  Predicting Student Success Following Transition from Bilingual Programs. , 1981 .

[33]  William E. Nagy,et al.  Spanish-English Bilingual Students' Use of Cognates in English Reading , 1993 .

[34]  Anthony Biglan,et al.  Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School , 2002 .

[35]  Joseph K. Torgesen,et al.  Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children , 2001 .

[36]  Richard E. Mayer,et al.  A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words , 1996 .

[37]  Russell Gersten,et al.  What We Know about Effective Instructional Practices for English-Language Learners , 2000 .

[38]  Edward R. Sipay,et al.  Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability , 1996 .

[39]  Sharon Vaughn,et al.  Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language , 1996, The Elementary School Journal.

[40]  Joseph K. Torgesen,et al.  Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters , 2000 .

[41]  Keith T. Greaney,et al.  Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability. , 1997 .

[42]  P. David Pearson,et al.  The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles , 1996 .

[43]  Catherine E. Snow,et al.  Preventing reading difficulties in young children , 1998 .

[44]  Richard I. Parker,et al.  Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers , 2001 .

[45]  Paul T. Sindelar,et al.  Effects of Repeated Readings on Instructional- and Mastery-Level Readers , 1990 .

[46]  Patricia G. Mathes,et al.  The prevention and identification of reading disability. , 2002, Seminars in pediatric neurology.

[47]  P. David Pearson.  Handbook of reading research. , 1990 .

[48]  J. Fitzgerald.  English-as-a-Second-Language Learners’ Cognitive Reading Processes: A Review of Research in the United States , 1995 .

[49]  Sarah L. Dowhower.  Effects of Repeated Reading on Second-Grade Transitional Readers' Fluency and Comprehension. , 1987 .

[50]  J. Hasbrouck,et al.  “Read naturally”: A strategy to increase oral reading fluency , 1999 .