Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children.
Published: 2005
Language: eng
Number of pages: 134
Subjects: Bilingualism in children -- Ontario.; Bilingualism in children -- Florida.; Children -- Language -- Ontario.; Children -- Language -- Florida.; English language -- Study and teaching (Elementary) -- Ontario -- Spanish speakers.; English language -- Study and teaching (Elementary) -- Florida -- Spanish speakers.; Reading (Primary) -- Ability testing -- Ontario.; Reading (Primary) -- Ability testing -- Florida.; Reading comprehension -- Ability testing -- Ontario.; Reading comprehension -- Ability testing -- Florida.
Description: Two exploratory studies were conducted. Study 1 explored the English written language performance of Latino/Florida kindergarten students with English as a Second Language and English-speaking Ontario kindergarten students. Study 2 investigated the relation between English for Speakers of Other Languages (ESOL) levels assigned kindergarten and first grade Florida students and their performance on English written language proficiency measures. In Study 1 the scores of the Florida students were compared with those of Ontario students under three conditions. Study 1 showed Florida students performed in a similar way as both groups of Ontario students who had a similar amount and type of early literacy instruction. The results of Study 2 showed significant differences on all measures in the literacy performance of children assigned different ESOL levels. Scatterplots revealed a considerable range of reading and spelling performance within each ESOL level. Both studies lead to suggestions concerning programming for the literacy success of young Latino students.
Notes: Thesis (M.A.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 44-01, page: 0048.

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