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UBC Theses and Dissertations
Early identification and intervention for children at-risk for reading failure from both English-speaking and English as a second-language (ESL) speaking backgrounds Lesaux, Nonie Kathleen
Abstract
This study examined the early reading development of native English speaking (L1) and children who speak English as a second language (ESL) who are receiving instruction in English. The study addressed whether there are original differences in pre-reading and language skills between L1 and ESL-speaking children, and whether similar patterns of reading development in English from kindergarten to grade 2 exist across language groups. As well, the study examined which skills in kindergarten identify those children at-risk for reading failure from all language backgrounds. The participants of the study were 978 grade 2 children who were seen as part of a longitudinal study that began in their kindergarten year. Within the sample, there were 790 children who are L1 speakers and 188 children who have a first language other than English and who spoke little or no English upon entry to kindergarten (ESL). In kindergarten, participants were administered standardized tasks of reading and memory as well as experimental tasks of language, phonological awareness, letter identification, rapid naming, and phonological memory. At the end of grade 2, children were administered various tasks of reading, spelling, language, arithmetic, and memory. All children received phonological awareness instruction in kindergarten and systematic phonics instruction in grade 1 in the context of a balanced early literacy program. In kindergarten, 23.8% of L1 speakers were identified as at-risk for reading failure and 37.2% of ESL speakers were identified as at-risk for reading failure. In grade 2, 4.2% of L1 speakers were identified as reading disabled and 3.72% of ESL speakers were identified as reading disabled. By the end of grade 2, the majority of the ESL speakers had attained reading skills that were similar to the L1 group. Although there were differences on each of the measures of reading, reading comprehension, spelling, phonological processing and arithmetic between average and disabled readers in grade 2, the ESL and L1 speakers had similar scores on all these tasks.
Item Metadata
Title |
Early identification and intervention for children at-risk for reading failure from both English-speaking and English as a second-language (ESL) speaking backgrounds
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2001
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Description |
This study examined the early reading development of native English speaking
(L1) and children who speak English as a second language (ESL) who are receiving
instruction in English. The study addressed whether there are original differences in pre-reading
and language skills between L1 and ESL-speaking children, and whether similar
patterns of reading development in English from kindergarten to grade 2 exist across
language groups. As well, the study examined which skills in kindergarten identify those
children at-risk for reading failure from all language backgrounds. The participants of the
study were 978 grade 2 children who were seen as part of a longitudinal study that
began in their kindergarten year. Within the sample, there were 790 children who are L1
speakers and 188 children who have a first language other than English and who spoke
little or no English upon entry to kindergarten (ESL). In kindergarten, participants were
administered standardized tasks of reading and memory as well as experimental tasks
of language, phonological awareness, letter identification, rapid naming, and
phonological memory. At the end of grade 2, children were administered various tasks of
reading, spelling, language, arithmetic, and memory. All children received phonological
awareness instruction in kindergarten and systematic phonics instruction in grade 1 in
the context of a balanced early literacy program. In kindergarten, 23.8% of L1 speakers
were identified as at-risk for reading failure and 37.2% of ESL speakers were identified
as at-risk for reading failure. In grade 2, 4.2% of L1 speakers were identified as reading
disabled and 3.72% of ESL speakers were identified as reading disabled. By the end of
grade 2, the majority of the ESL speakers had attained reading skills that were similar to
the L1 group. Although there were differences on each of the measures of reading,
reading comprehension, spelling, phonological processing and arithmetic between
average and disabled readers in grade 2, the ESL and L1 speakers had similar scores
on all these tasks.
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Extent |
3077241 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-08-05
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0053884
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2001-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.