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L110.3 Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). A Longitudinal Analysis of the Ecocultural Antecedents of Emergent Spanish Literacy and Subsequent English Reading Achievement of Spanish-speaking Students. American Educational Research.Journal, 37:3, 633-662.
Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students' subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents' socioeconomic status and family literacy practices, as well as s grandparents' educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language--whether it takes place at home or at school--is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whatever languages they control) as well as formal preschool experiences. |
