Patricia G. Mathes

The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

Purpose: The purpose of this article is to share what we have learned from a series of 4 scientific studies about preventing reading failure through early intervention with native Spanish-speaking students who are struggling readers. The goal is to provide guidance to practitioners about effective practices for working with native Spanish-speaking children who are struggling to become readers using evidence rather than conjecture and opinion. Method: First, the method and findings are summarized from each of 4 scientific studies (2 English, 2 Spanish) examining supplemental reading intervention that was provided in addition to core reading instruction in first grade. Second, the supplemental interventions are detailed. Next, aspects of instruction that appear to generalize from what we know about preventing reading failure among native English speakers are discussed. Last, the types of adjustments made to this instruction in order to accommodate the needs of English language learners are examined. Implications: Outcomes confirm that native Spanish-speaking children benefited from explicit, systematic instruction that shared many of the same elements that have been proven to be effective with native English speakers. Further, English as a second language teaching techniques (i.e., use of concrete gestures and visual aids, consistent and repeated routines, and use of repeated phrases and consistent language) benefited native Spanish speakers who were struggling to learn to read in English. However, little transfer of knowledge from one language to another was detected.