Early Comprehension Instruction for Spanish-Speaking English Language Learners: Teaching Text-Level Reading Skills While Maintaining Effects on Word-Level Skills

@inproceedings{Solari2008EarlyCI,
  title={Early Comprehension Instruction for Spanish-Speaking English Language Learners: Teaching Text-Level Reading Skills While Maintaining Effects on Word-Level Skills},
  author={Emily J. Solari and Michael M. Gerber},
  year={2008}
}
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups… CONTINUE READING

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