The Literacy Development of Kindergarten English-Language Learners

This yearlong qualitative study explored how a literature-based literacy curriculum supported the literacy growth of ESL kindergartners participating in a full-day Portuguese-English bilingual program. The investigation centered on describing the interrelationships between oral language, reading, and writing development, and on tracing the children's literacy development in the context of instruction received. Literacy learning was embedded in three focal literacy events: circle/reading, journal writing, and phonics/handwriting. Findings indicate that an emphasis on phonics and on constructing meaning from texts supported the children's construction of literacy understandings. In addition, the findings support the notion that limited oral language proficiency does not constrain children's emergent writing and reading development. Children were capable of exploring sound-letter correspondences and building knowledge of high-frequency words. Exposure to word learning through contextualized and holistic experiences with literature and minimal direct instruction in invented spelling led children to construct sophisticated understandings about the functions and features of written language.