Phoneme discrimination is the ability to detect subtle similarities and differences between phonemes. Phoneme discrimination is a strong predictor of reading development and poor phoneme discrimination may predict reading disabilities (Lyytinen et al., 2004). The ability to discriminate phonemes may be an even more critical skill for Emergent…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

The current study replicated and extended the previous findings of content-integrated literacy intervention focusing on its effectiveness on first- and second-grade English learners' (N = 1,314) reading comprehension, writing, vocabulary knowledge, and oral proficiency. Statistically significant findings were replicated on science and social…

It is well-documented that there is a strong relationship between vocabulary and reading comprehension in school-age children. Limited vocabulary knowledge can impact a student's reading achievement, as may be the case for school-age English Learners (ELs). This study aims to analyze the role of vocabulary in predicting reading comprehension…

The starting age of foreign language learning has been a controversial issue since the second half of the 20th century. Despite this long time, definite answers have not been found regarding the different aspects of the age issue, i.e., its influence on rate, route and ultimate attainment. Many researchers have explored the influence of age on the…

Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish-English dual language immersion programs and received language…

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant…

This action research seeks to determine the impact of teacher training and the use of specific instructional strategies, per the research-based SIOP® teaching model, on English language arts achievement of formally identified first grade English Learners. The study aims to discover if using strategic techniques to teach vocabulary positively…

Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their…

This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or…

The present study investigated the efficacy of early English immersion in the Shi Da Fu Elementary School in Xi'an, China. Three hundred and fifty one students were tested in Grades 1-6. There were two main purposes that motivated this longitudinal and cross-sectional study. The first goal was to compare the L1 and L2 language and literacy…

This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional…

Building on research showing the interdependence of language skills and reading proficiency, this study examined the effects of using the "Language Arts" strand of the "Reading Mastery Signature" 2008 series program as a supplement to non-Direct Instruction reading programs with English Language Learner (ELL) students.…