Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice

Abstract

In the first study, 30 Spanish-speaking English-as-a-second language (ESL) first graders whose families were Latino immigrants and who received all their school instruction in English completed an assessment battery with both Spanish and English measures of phonological awareness, Verbal IQ (VIQ), oral language proficiency, and single-word reading (real words and pseudowords); they also named English alphabet letters. Phonological awareness in Spanish predicted (a) phonological awareness in English and (b) English word reading; thus, phonological awareness may transfer across first and second languages and across oral and written language. English VIQ and oral language proficiency predicted both English and Spanish word reading, but Spanish VIQ and oral language proficiency did not predict English word reading. In the second study, the 4 males and the 4 females with the lowest reading achievement participated in an instructional design experiment in which empirically supported instructional components for teaching beginning reading to monlingual English speakers were included. These components were phonological awareness training (in both Spanish and English), explicit instruction in alphabetic principle (in English), and repeated reading of engaging English text with comprehension monitoring (in English). Both individual students and the group as a whole increased in real-word reading and pseudoword reading beyond the level expected on the basis of their Spanish or English VIQ or oral proficiency. Implications of this research for school psychology practice are discussed, especially the importance of early reading intervention and progress monitoring for Spanish-speaking ESL first graders.