Lucinda Soltero-González|Wendy Sparrow|Sandra Butvilofsky|Kathy Escamilla|Susan Hopewell
Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade
University of Colorado Boulder|University of Colorado Boulder|University of Colorado Boulder|University of Colorado Boulder|University of Colorado Boulder
longitudinal study examined whether implementation spanishenglish paired literacy approach provides academic advantage emerging bilingual students sequential literacy approach study employed quasiexperimental design compared biliteracy outcomes thirdgrade emerging bilingual learners participating paired literacy instruction grades k3 n 167 students schools received sequential literacy instruction k2 started participate paired literacy model third grade n 191 students writing reading assessed languages using informal measures thirdgrade reading scores highstakes state assessment also examined independentsamples tests conducted compare means four measures spanish english writing reading cohens calculated generate effect sizes assessment language frequencies run determine percentage students met exceeded state test performance standards findings indicate paired literacy group scored considerably higher students comparison group measures furthermore differences groups statistically significant outcome measure language moderate large effect sizes 042 090 also larger percentage students paired literacy group met exceeded state test performance standards findings suggest paired literacy instruction leads stronger literacy outcomes languages sequential literacy implications practice future research provided