The Effects of Language of Instruction on the Reading and Writing Achievement of First-Grade Hispanic Children

This is the authors' abstract. We don't add key points for this paper.

This study is an exploratory investigation of the effects of teaching literacy skills to 1st graders of Hispanic background in English or Spanish. Two classes of 1st graders who attended the same school in successive years were taught literacy in English or in Spanish. In the fall of the 1st and 2nd grades, these children were given standardized tests of language and reading. In the spring of 1st grade, the children were given measures of comprehension (listening and reading) and writing in both Spanish and English. The children taught in Spanish did not differ from those taught in English on English reading and writing but were significantly stronger on Spanish reading and writing. In predicting performance in the fall of 2nd grade on a reading comprehension measure in Spanish and in English, the children's vocabulary in that language made a significant contribution. In addition, being taught literacy in Spanish contributed to performance in Spanish reading comprehension, but being taught in English did not have the same positive effect on performance in English reading comprehension. Further studies are needed to determine whether initial literacy instruction in Spanish has long-term benefits for children of Hispanic background and whether similar results are found in other maintenance bilingual programs.