Roads to Reading: Studies of Hispanic First-graders at Risk for Reading Failure

Abstract

Abstract Within bilingual education programs, as within any program, there is considerable variability in children’s academic achievement. This study’s purpose was to examine home, school, and behavior influences on the Spanish reading achievement of a group of low-income Hispanic first graders in a transitional bilingual education program. Though in kindergarten all the children studied had been at some risk for reading failure, a subset of the children nevertheless achieved satisfactorily in reading. The question addressed was, Why did some succeed in first-grade reading, while others did not? Four children did well, according to school reading norms. While each case was different, in each instance success was attributable to identifiable actions taken by teachers, parents, or both. Explanations for the children’s better-than-expected performance defy simple classification, but they strongly suggest that teachers and parents currently have the means to influence substantially the reading achievement of children who are at risk for failure. This conclusion is especially significant for groups such as Hispanics, who continue to fare poorly in U.S. schools, despite bilingual and compensatory education programs.