Improvements in teachers’ reading comprehension instruction and bilingual students’ reading test performance in high-poverty schools

Georgia Earnest García, Barbara M. Taylor, P. David Pearson, Teresa Méndez Bray, Joan Primeaux, Raúl Alberto Mora

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.

    Original languageEnglish
    Pages (from-to)357-384
    Number of pages28
    JournalElementary School Journal
    Volume121
    Issue number3
    DOIs
    StatePublished - Mar 2021

    Bibliographical note

    Funding Information:
    The research reported here was supported by the Institution of Education Sciences, US Department of Education through Grant R305G030140 to the University of Illinois. The opinions are those of the authors and do not represent views of the US Department of Education. Georgia Earnest García is professor emerita in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign; Barbara M. Taylor is professor emerita in the Department of Curriculum and Instruction at the University of Minnesota, Twin Cities; P. David Pearson is the Evelyn Lois Corey Emeritus Professor of Instructional Science in the Graduate School of Education at the University of California, Berkeley; Teresa Méndez Bray is a retired bilingual speech-language specialist/pathologist from Urbana School District #116 in Urbana, Illinois; Dr. Joan Primeaux is a language arts consultant in Southwest Louisiana; Raúl Alberto Mora is associate professor in the School of Education and Pedagogy at Universidad Pontificia Bolivariana, Sede Central Medellín, Colombia. Correspondence may be sent to Georgia Earnest García at georgia.garcia89 @gmail.com.

    Publisher Copyright:
    © 2021 by The University of Chicago. All rights reserved.

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