Carolyn A. Denton|Jason L. Anthony|Richard Parker|Jan E. Hasbrouck
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students
The University of Texas at Austin|University of Houston|Mitchell Institute|Seattle University
spanishdominant bilingual students grades 25 tutored 3 times per week 40 minutes 10 weeks using 2 english reading interventionstutoring took place february april 1 school yearone read well combined systematic phonics instruction practice decodable text revised version read naturally consisted repeated reading contextualized vocabulary comprehension instructionthe progress tutored students n 51 compared nontutored classmates n 42 using subtests woodcock reading mastery testsrevisedstudents received systematic phonics instruction made significant progress word identification word attack passage comprehensionthere significant effects students repeated reading conditiondespite increased attention teaching reading recent years many students united states continue reading difficultieson recent national assessment educational progress 40 fourth graders scored proficient level nearly 60 children eligible free reducedprice lunch failed reach even basic standard usdepartment education 2001students english primary language particular difficulties developing english literacy august hakuta 1997the national research council however concluded regard reading instruction second language remarkably little directly relevant research august hakuta 1997 p 59although largescale scientific studies english reading instruction students speak english second lanthis content downloaded 205