| Title: |
Dual-Language Books' Potential Affordances for Biliteracy Development: Measuring Oral Reading Fluency and Comprehension |
| Language: |
English |
| Authors: |
Lisa M. Domke (ORCID 0000-0002-6611-3441) |
| Source: |
Reading Psychology. 2024 45(3):290-310. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 5; Intermediate Grades; Middle Schools |
| Descriptors: |
National Competency Tests; Grade 3; Grade 5; Bilingual Students; Bilingual Instructional Materials; Spanish; English; Reading Comprehension |
| Assessment and Survey Identifiers: |
National Assessment of Educational Progress |
| DOI: |
10.1080/02702711.2023.2284159 |
| ISSN: |
0270-2711; 1521-0685 |
| Abstract: |
Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or reading comprehension measures by the language printed first, there was some evidence of holistic bilingual processing. Students' English fluency scores were also significantly higher than their Spanish scores. Findings indicate needs for more research about DLBs and potentially for increased attention to Spanish literacy skills in U.S. dual-language programs. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1413529 |
| Database: |
ERIC |