The role of oracy in developing comprehension in Spanish-speaking english language learners

Topics in Language Disorders

Volumn 26, Issue 4, 2006, Pages 365-384

  Pollard Durodola, Sharolyn D ^a   Mathes, Patricia G ^b   Vaughn, Sharon ^c   Cardenas Hagan, Elsa ^d,e   Linan Thompson, Sylvia ^c  

^a TEXAS A AND M UNIVERSITY   (United States)

^b SOUTHERN METHODIST UNIVERSITY   (United States)

^c UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^d Valley Speech Language and Learning Institute   (United States)

^e UNIVERSITY OF HOUSTON   (United States)

Author keywords

English language learners; Oral language; Reading interventions; Shared book reading; Vocabulary instruction

Indexed keywords

EID: 33845364483     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-200610000-00008     Document Type: Article

References (91)

1. Ada, A. F., Campoy, F. I., & Solis, J. S. (2000). Vamos de Fiesta! New York: Harcourt Brace.
2. Adams, M. J. (1990). Beginning to read: Thinking and learning about print - A summary. Urbana-Champalgn: Center for the Study of Reading, The Reading Research and Education Center, University of Illinois.
3. Adams, M. J. (1999). Beginning to read: Thinking and learning about print. Cambridge: Massachusetts Institute of Technology.
4. Anderson, V., & Roit, M. (1996). Linking reading comprehension instruction to language development for language-minority students. The Elementary School Journal, 96, 295-309.
5. Anderson, V., & Roit, M. (1998). Reading as a gateway to language proficiency for language-minority students in elementary grades. In R. M. Gersten & R. T. Jiménez (Eds.), Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research (pp. 42-54). New York: Wadsworth.
6. Au, K. H. (1993). Literacy instruction in multicultural settings. New York: Harcourt Brace.
7. August, D., Carlo, M., Dressler, C., & Snow, C. (2004). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57.
8. August, D., & Hakuta, K. E. (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academies Press.
9. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: A report on the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Erlbaum.
10. Baker, S. K., Simmons, D. C., & Kame'enui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kame'enui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 183-217). Mahwah, NJ: Erlbaum.
11. Barrera, R. B. (1992). The cultural gap in literature-based literacy instruction. Education and Urban Society, 24, 227-243.
12. Beck, I. L., McKeown, M. G., & Kucan, O. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
13. Becker, W. C. (1977). Teaching reading and language to the disadvantaged-What we have learned from field research. Harvard Educational Review, 47, 518-543.
14. Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52, 159-199.
15. Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 43-61.
16. Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050.
17. Blanco, G. M., Cummins, J., Izquierdo, E., Perez, B., Rodríguez-Brown, E., Rosenberg, G. P., et al. (2000). Lectura: Scout-Foresman. New York: Addison-Wesley.
18. Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478.
19. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., et al. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-206.
20. Carreiras, M., Perea, M., & Grainger, J. (1998). Effects of orthographic neighborhood in visual word recognition: Cross-task comparisons. Journal of Experimental Psychology, Human Perception and Performance, 24, 134-144.
21. Carreker, S. (2000). Language enrichment reading concepts manual Bellaire, TX: Neuhaus Education Center.
22. Cirino, P. T., Vaughn, S., Linan-Thompson, S., Hagan, E. C., Fletcher, J. M., & Francis, D. J. (under review). One year follow-up outcomes of Spanish and English interventions for English language learners at-risk for reading problems.
23. Clay, M. (1997). Reading recovery: A guide book for teachers and training. Portsmouth, NH: Heinemann.
24. Coyne, M. D., Simmons, D. C., & Kame'enui, E. J. (2004). Vocabulary for young children at-risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 41-58). New York: Guilford Press.
25. Coyne, M. D., Zipoli, R. P., & Ruby, M. F. (2006). Beginning reading instruction for students at-risk for reading disabilities. Intervention in School and Clinic, 41, 161-168.
26. Cuetos, F. (1993). Writing processes in a shallow orthography. Reading, and Writing: An Interdisciplinary Journal, 5, 17-28.
27. De Leon, J., & Medina, C. (1998). Language and preliteracy development of English as a second language learners in early childhood special education. In. R. M. Gersten & R. T. Jiménez (Eds.), Promoting learning for culturally and linguistically diverse students (pp. 26-41). New York: Wadsworth.
28. Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties (pp. 229-252). Baltimore: York Press.
29. Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38, 78-105.
30. Ediger, A. (2000). Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 153-169). Boston: Heinle & Heinle.
31. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.
32. Ezell, H. K., & Justice, L. M. (2005). Shared storybook reading. Baltimore: Paul Brookes.
33. Foorman, B. F., Goldenberg, C., Carlson, C. D., Saunders, W. M., & Pollard-Durodola, S. D. (2004). In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 289-328). Baltimore: Paul H. Brookes.
34. Foorman, B. R., & Schatschneider, C. (2003). Measurement of teaching practices during reading/language arts instruction and its relationship to student achievement. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 1-30). Baltimore: Paul H. Brookes.
35. Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212.
36. Garcia, G. E. (2000). Bilingual children's reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr, (Eds.), Handbook of reading research (Vol. 3, pp. 813-834). Mahwah, NJ: Erlbaum.
37. Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, C. (Eds.). (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.
38. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English language learners. Exceptional Children, 66, 454-470.
39. Gersten, R., & Baker, S. (2003). English-language learners with learning disabilities. In H. L. Swanson & K. R. Harris (Eds.), Handbook of learning disabilities (pp. 94-109). New York: Guilford Press.
40. Gonzalez, J. E., González, C. J., Monzo, A. E., & Hernandez-Valle, I. (2000). Onset-rime units in visual word recognition in Spanish normal readers and children with reading disabilities. Learning Disabilities, 15, 135-148.
41. Good, R. H., Bank, N., & Watson, J. M. (Eds.). (2003). Indicadores dinámicos del éxito en la lectura. Eugene, OR: Institute for the Development of Educational Achievement.
42. Good, R. H., & Kaminski, R. A. (2002). Dynamic indicators of basic early lilteracy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
43. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
44. Guthrie, J., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
45. Hagan, E. C. (1998). Esperanza: A Spanish language program. Brownsville, TX: Valley Speech Language and Learning Center.
46. Hickman, P., Pollard-Durodola, S. D., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English language learners. Reading Teacher, 57(8), 720-730.
47. Hirsch, E. D. (2006, Spring). Building knowledge: The case for bringing content into the language arts block and for a knowledge-rich curriculum core for all children. American Educator, 30(1), 8-21, 28-50.
48. Honig, B., Diamond, L., & Gutlohn, L. (2000). Coreteaching teaching: Sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press.
49. Linan-Thompson, S., & Cornelius-Samos, C. (2002). Literacy supports for English language learners for use with Proactive Beginning Reading: Intensive small group instruction for struggling readers (pp. 1-197). Austin: Texas Center for Reading and Language Arts.
50. Lindsey, K., & Manis, E R. (2006, April). Development of reading skills in Spanish-speaking English language learners: A seven year longitudinal study. Paper presented at the International Reading Association Annual Conference, Chicago, IL.
51. Lindsey, K., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482-494.
52. Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2 in Spanish-speaking English-language learners. Learning Disabilities Research & Practice, 19(4), 214-224.
53. Mathes, P. G., & Denton, C. D. (2002). The prevention and identification of reading disability. Seminars in Pediatric Neurology, 9, 185-191.
54. Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-182.
55. Mathes, P. G., Linan-Thompson, S., Pollard-Durodola, S. D., Hagan, E. C., & Vaughn, S. (2001). Lectura proactive para principiantes: Intensive small group instruction for Spanish speaking readers. Developed with funds provided by the National Institute of Child Health and Human Development grant (#HD-99-012), Development of English Literacy in Spanish-Speaking Children. Available from Patricia G. Mathes, Institute for Reading Research, Southern Methodist University, Dallas, TX.
56. Mathes, P. G., Torgesen, J. K., Wahl, M., Menchetti, J. C., & Grek, M. L. (1999). Proactive beginning reading: Intensive small groupinstruction for struggling readers. Developed with funds provided by the National Institute of Child Health and Human Development (#R01 HD), Prevention and Remediation of Reading Disabilities. Available from Patricia G. Mathes, Institute for Reading Research, Southern Methodist University, Dallas, TX.
57. McCardle, P., & Leung, C. Y. Y. (2006). English language learners: Language and literacy development and intervention. Topics in Language Disorders, 26(4), 302-304.
58. McCardle, P., McCarthy, J. M., & Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research & Practice, 20(1), 68-78.
59. Moran, C., & Calfee, R. (1993). Comprehending orthography: Social construction of letter-sound systems in monolingual and bilingual programs. Reading and Writing: An Interdisciplinary Journal, 5, 205-225.
60. Myer, K. (1990). Estrellita: Accelerated beginning Spanish reading. Camarillo, CA: Estrellita.
61. Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
62. Nagy, W. E., & Herman, P. A. (1985). Incidental vs instructional approaches to increasing reading vocabulary. Educational Perspectives, 23, 16-21.
63. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
64. Padilla, A. M., Fairchild, H. H., & Valadez, C. M. (1990). Bilingual education: Issues andstrategies. Newbury Park, CA: Sage.
65. Paulesu, E., Demonet, J., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.
66. Proctor, C. P., Carlo, M., August, D., & Snow., C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.
67. Ramirez, J., Yuen, S. D., & Ramey, D. R. (1991). Final report: longitudinal study of structured English immersion strategy, early-exit and late-exit bilingual education programs for language-minority children (Vol. 2). San Mateo, CA: Aguirre International.
68. Rayner, K. Foorman, B. R., Perfetti., A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading [Monograph]. Psychological Science, 2, 31-74.
69. Saunders, W. M. (2001). Improving literacy achievement for English learners in transitional bilingual programs. In R. E. Slavin & M. Calderon (Eds.), Effective programs for Latino students (pp. 171-206). Mahwah, NJ: Erlbaum.
70. Saunders, W., & Goldenberg, C. (1999). Effects of instructional conversations and literature logs on limited- and fluent-English proficient students' story comprehension and thematic understanding. Elementary School Journal, 99(4), 277-301.
71. Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319-344.
72. Simmons, D. C., & Kame'enui, E. J. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahway, NJ: Erlbaum.
73. Simmons, D. C., Kame'enui, E. J., Stoolmiller, M., Coyne, M. D., & Harn, B. (2003). Accelerating growth and maintaining proficiency: A two-year intervention study of kindergarten and first-grade children at-risk for reading difficulties. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 197-228). Baltimore: York Press.
74. Slavin, R. E., & Cheung, A. (2004, March). How do English language learners learn to read? Educational Leadership, 61(6), 52-57.
75. Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
76. Storch, S., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal model. Developmental Psychology, 38, 934-947.
77. Torgesen, J. K., Mathes, P. M., & Grek, M. L. (2002). Effectiveness of an early intervention. Paper presented at the Pacific Coast Research Conference, San Diego, CA.
78. Torgesen, J. K., Wagner, R. K., Rashotte, C. K., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual response to instruction. Journal of Educational Psychology, 91, 579-593.
79. Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read-aloud on second language vocabulary acquisition. The Bilingual Research Journal, 23, 400-422.
80. Vaughn, S., Cirino, P T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Hagan, E. C., et al. (2006). Effectiveness of a Spanish intervention and an English intervention for English language learners at risk for reading problems. American Educational Research Journal, 43(3), 449-487.
81. Vaughn, S., Linan-Thompson, S., Mathes, P., Cirino, P., Carlson, C., Francis, D., et al. (2006). Effectiveness of a Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56-73.
82. Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P. G., & Cardenas-Hagan, E. (2006). Effective interventions for English language learners (Spanish-English) at risk for reading difficulties. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (pp. 185-197). New York: Guilford Press.
83. Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., et al. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. The Elementary School Journal, 107(2), 153-180.
84. Vaughn, S., Mathes, P., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities: Research & Practice, 20, 58-67.
85. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., et al. (1996). 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. Journal of Educational Psychology, 88(4), 601-638.
86. Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330.
87. Wagner, R., Torgesen, J., & Rashotte, C. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.
88. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
89. Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dicklnson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press.
90. Woodcock, R. W. (1991). Woodcock Language Proficiency Battery - Revised. Itasca, IL: Riverside.
91. Woodcock, R. W., & Muñoz-Sandov̀al, A. F. (1995). Woodcock Language Proficiency Battery - Revised, Spanish Form: Supplemental manual. Itasca, IL: Riverside.