A r c h i v e d  I n f o r m a t i o n

The goal of this research initiative is to develop new knowledge relevant to the critical factors that influence the development of early literacy (reading and writing) competencies among children whose first language is Spanish. This initiative, jointly organized and funded by the National Institute of Child Health and Human Development (NICHD/NIH) and the Office of Educational Research and Improvement (OERI/ED), addresses three overarching questions:

1. How do children whose first language is Spanish learn to read and write in English? Specifically, what skills and abilities are required, and what types of home, preschool, child care, school, and cultural experiences and environments are most supportive of English-language literacy development at different phases of development?

2. Why do some Spanish-speaking children have difficulties acquiring English-language reading and writing skills? What specific cognitive, linguistic, environmental, sociocultural, neurobiological, and instructional factors impede the development of accurate and fluent English reading and writing skills, and what are the most significant risk factors that predict difficulties in the development of literacy skills?

3. For which children whose first language is Spanish are which instructional approaches and strategies most beneficial, at which stages of reading and writing development, and under what conditions? Also, what teacher knowledge, teaching skills and instructional strategies are required to ensure optimal outcomes?

There is a great need for data that can offer solid empirical evidence to inform teaching approaches that will most effectively enable linguistically and culturally diverse children and youth to develop literacy skills in English. Accordingly, there is an equally compelling need to investigate the impact that native language literacy skills and levels have on learning core academic content.

The research products funded to date are varied, complex, and interrelated. They represent state-of-the-art methodologies and strategies. Collectively, they represent a robust portfolio of research projects that will provide much practical guidance to improve practice, especially for English language learners whose native language is Spanish. Research funded in the future will address related topics and populations.

The following awards have been made:

Oracy/Literacy Development in Spanish-Speaking Children
Francis, David J, Ph.D.
University Of Houston
Dept Of Psychology
The objective of the program is to identify the factors and conditions under which children that speak Spanish develop proficient literacy skills in English and Spanish. The investigators propose a core longitudinal study from K-G3 of children in urban Texas, border Texas and urban California. These children will be from classrooms representative of one of four language program models: (1) English language immersion; (2) early exit; (3) late exit; and (4) dual language.

Acquiring Literacy In English
August, Diane, Ph.D.
Center For Applied Linguistics
Dept of Applied Linguistics
This research program will investigate the ways in which cross-linguistic, intralinguistic, and developmental factors affect the acquisition of English literacy skills by native Spanish-speaking children. The investigators will describe the ways in which specific aspects of early experience at school and, to some degree, at home predict development of literacy skills in English for bilingual children whose first language is Spanish.

Predicting English Literacy in Spanish-Speaking Children
Manis, Franklin, BA
University of Southern California, LA
Psychology Department
A longitudinal study of literacy development in Spanish-speaking children. The primary aims are (1) to determine whether literacy difficulties in English among Spanish-speaking children in the second and third grades can be predicted from a cognitive test battery given in Spanish at the beginning of kindergarten and in English at the end of first grade; and (2) to explore the predictors of Spanish literacy skills when the children reach the end of first grade.

Bilingual Preschoolers: Precursors to Literacy
Hammer, Carol S, Ph.D.
Pennsylvania State University
Dept of Communication Disorders
This study examines the language acquisition, literacy development, and home environment of 100 children of Puerto Rican descent who attend Head Start. Fifty children acquiring Spanish and English sequentially and 50 acquiring the two languages simultaneously will be studied from the ages of four to six years. The results of the investigation will inform us of (a) the patterns of bilingual language acquisition that result in better literacy abilities; and (b) specific factors that should be targeted in interventions to facilitate better outcomes.

Bilingual Early Language And Literacy Support (Bells)
Innocenti, Mark S, Ph.D.
Utah State University
Center for Persons W/ Disabilities
This project will test language and emergent literacy outcomes of a Bilingual Early Language and Literacy Support (BELLS) Program that includes both early English immersion and home language and literacy support. The multi-site, naturalistic, longitudinal study will be conducted in Utah, where the Hispanic population is increasing at a rate that stands far above Florida, Texas, New York and California.

Predictors of Reading In Spanish-Speaking Children
Gottardo, Alexandra, Ph.D.
Grand Valley State University
Dept of Psychology
This study proposes to examine longitudinal predictors of English reading skill in children who speak Spanish (L1). An extensive battery of standardized and experimental tasks will be administered to the children in Spanish and in English. The children will be tested as prereaders and then followed through the process of initial reading acquisition. (K-G2)

Latino Children as Family Translators: Links to Literacy
Orellana, Marjorie F, Ph.D.
Northwestern University
This project explores how a key experience in the lives of many bilingual immigrant children-their work as "language brokers" or translators between their families and the English-speaking world-relates to their English literacy development and success in school.

Inquiries regarding programmatic and scientific issues should be directed to:

Last modified October 16, 2002 (jer)