Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs

• Autores: Sabina Rak Neugebauer, Elizabeth R. Howard
• Localización: Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 9, Nº. 2, 2021, págs. 252-278
• Idioma: inglés
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• Resumen

  • Considerable research documents the efficacy of dual language programs for the reading achievement of English learners from Spanish-speaking homes. However, there is uncertainty in the field of dual language education about how students at-risk for literacy difficulties fare in these same programs, as well as questions about how risk should be defined – i.e., difficulty with decoding versus lower levels of vocabulary – with distinct understandings of risk potentially differentially explaining students’ reading trajectories. This study followed Spanish-speaking students from Grades 3–5 to understand how students at-risk for reading difficulties fare in English reading comprehension in dual language versus English-medium programs, examining two different risk indicators in the process. Study results indicate that across risk categories, students performed equally well regardless of program model. In addition, decoding was a more robust indicator of risk than vocabulary.