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About this paper symposium
| Panel information |
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| Panel 8. Education, Schooling |
| Paper #1 | |
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| Arabic PALS: How a Reading Intervention Became a Medium for Social Justice | |
| Author information | Role |
| Mai Zaru, Southern Methodist University, Palestine, State of | Presenting author |
| Abstract | |
| As the population of Arab immigrants continues to grow in the United States, it becomes increasingly crucial to focus on fostering diverse literate identities and addressing the unique literacy challenges faced by immigrant children in both learning and preserving their heritage languages. This study builds upon existing research in evidence-based reading intervention methods, particularly Peer-Assisted Learning Strategies (PALS; Fuchs et al., 2000), by investigating its adaptation to Arabic and application to a group of five Arab immigrant caregivers and their children. Specifically, I employ Arabic PALS to support second generation immigrant children in K-1st grade. Through a concurrent triangulation mixed methods approach and single-case design (ABAB; Connell & Thompson, 1986), this research explores the impact and feasibility of Arabic PALS, shedding light on the dynamics of translanguaging and the strategies that emerge during interactions between caregiver-child pairs. The study's primary focus is on the influence of Arabic PALS on the development of letter sound fluency in novice readers. It also presents initial findings related to effectiveness, adherence, implementation feasibility, as well as the challenges and facilitators associated with Arabic PALS implementation. In this presentation, I will share findings that underscore the implications for advancing evidence-based reading interventions and research strategies that leverage translanguaging practices as valuable cultural and linguistic assets of Arab immigrant families. These findings are situated within geopolitical contexts that illuminate how this reading intervention has evolved into a powerful platform for advocacy and social justice, particularly during a critical period for teaching Arabic to native Arab immigrants. By highlighting the intersection of language, culture, and educational equity, I aim to demonstrate the transformative potential of these practices in supporting diverse learners. | |
| Paper #2 | |
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| Exploring the Role of Home Literacy Environment in Language and Literacy Development Among Spanish-English Bilinguals | |
| Author information | Role |
| Jiali Wang, Texas A&M University, United States | Presenting author |
| J. Marc Goodrich, Texas A&M University, United States | Non-presenting author |
| Lisa Fitton, University of South Carolina, United States | Non-presenting author |
| Abstract | |
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The Home Literacy Model (Sénéchal & LeFevre, 2002) posits that informal, meaning-related home literacy experiences (book reading activities) and formal, code-related experiences support the development of language and emergent literacy, respectively. However, research has produced mixed results regarding support for this model (Goodrich et al., 2024). Furthermore, the complexity of the relations between HLE and literacy skills is heightened for multilingual children due to factors like cross-linguistic transfer and the language in which home literacy support is provided. Several studies have reported the language specificity in the relations between HLE and language and literacy skills (Goodrich et al., 2018; Lai et al., 2024). However, very few studies have examined cross-linguistic relations between HLE and language and literacy skills. We aim to examine whether the Home Literacy Model holds for this population, and how HLE interacts with the language in which those experiences occur to influence children’s literacy development in both languages. Approximately 120 children completed a HLE survey and assessments of vocabulary and rapid letter naming in both languages in kindergarten. Reading comprehension was tested in both languages when these children were in 1st grade. Correlation and mediation analyses were conducted. The mediation analysis showed that controlling for a parent’s reading level, the number of Spanish books was directly and indirectly related to reading comprehension in Spanish through Spanish rapid letter naming. The number of English books was indirectly related to English reading comprehension through English vocabulary. The frequency of shared book reading in Spanish was directly and indirectly related to reading comprehension in Spanish through Spanish rapid letter naming. The frequency of shared book reading in English was positively related to Spanish vocabulary. The age at which parents began reading to their child was negatively related to English vocabulary. Number of books in English is negatively related to Spanish rapid letter naming. No significant relation was found with code-related teaching on any skills. However, based on the correlation analysis, code-related teaching was positively correlated with Spanish vocabulary and rapid letter naming, which indicate these relations may be shared with book reading activities. The findings suggest that the relations between HLE and language and literacy skills vary by language of literacy activities and specific aspects of HLE. Partially consistent with previous research (O’Brien et al., 2022), informal literacy activities are stronger predictors of bilingual children’s language and literacy development; the relations of code-related teaching may be shared with informal literacy activities. Most relations observed between HLE and skills are within the same language, except for the relations between the frequency of shared book reading in English and Spanish vocabulary. This cross-linguistic relation may indicate cross-linguistic transfer; however, additional longitudinal research is warranted to examine cross-linguistic transfer between shared book reading and vocabulary skills. The study addresses a critical gap in literature by examining the interactions between HLE, the language of HLE, and language and literacy development across languages. The findings have important practical and theoretical implications for understanding the relations between HLE and language and literacy skills among multilingual children. |
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| Paper #3 | |
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| Family Writing Environment for Linguistically Diverse Emergent Bilingual Preschoolers in the U.S.: A Preliminary Investigation | |
| Author information | Role |
| Jialin Lai, Texas A&M University, United States | Presenting author |
| Hope K. Gerde, Texas A&M University, United States | Non-presenting author |
| Gary Bingham, Georgia State University, United States | Non-presenting author |
| Ryan Bowles, Michigan State University, United States | Non-presenting author |
| Abstract | |
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In the U.S., emergent bilinguals (EBs) speak a non-English primary language (L1) at home and are developing language proficiency in English as a second language (L2; García et al., 2008). Early writing knowledge predicts future reading and writing outcomes (e.g., Kim et al., 2015), and home writing environment facilitates children’s development of early writing skills (Puranik et al., 2018). However, for linguistically diverse EB children in the U.S., it remains unknown how family writing environment contributes to developing early writing knowledge and if parents from different writing systems support children’s writing differently. The current study aims to (1) understand the opportunities that immigrant families provide at home to support early writing and (2) investigate the contribution of home writing environment to EB preschoolers’ early writing. Participants were 61 EB preschoolers whose primary home language(s) included at least one non-English language. Parent reported diverse home languages: Spanish, Tigrignia, Amharic, Burmese, French, Malay, Yoruba, Somali, Oromo, Nepali, Twi, Arabic, Chinese, Kurdish, and Dinka. Home writing environment was measured with a questionnaire that asked about the frequency of (1) parent-child engagement with meaningful writing, (2) parent teaching of letter writing, name, and word writing, and (3) child independent writing. Children’s early writing was measured at the fall of preschool, with letter writing, word writing, name writing, and story writing tasks to capture their transcription, writing concept, and composing skills (Gerde & Bingham, 2023). Descriptive analyses showed that more than half of parents reported weekly or daily teaching of letter writing, name writing, and word writing. Although most children worked alone on writing letters and words weekly or daily, many never or rarely worked alone writing letters, name or words. While more than one-third of families seldom or never engaged in simultaneous writing, journal keeping, or writing notes to family members or friends, another one-third of families reported doing them weekly or daily. Families from alphabetic language backgrounds showed more frequent parent teaching of letters and letter writing, name and word writing, environmental print, children’s independent word writing, and joint note writing than families from non-alphabetic backgrounds. Linear regression analyses predicting children’s writing outcomes showed that home writing environment marginally predicted children’s letter writing, R2 = 5%, F(1, 47) = 3.47, p = .07, significantly predicted children’s name writing, R2 = 9%, F(1, 52) = 6.00, p = .02 , overall story writing, R2 = 12%, F(1, 36) = 4.98, p = .03, and transcription skills of story writing, R2 = 19%, F(1, 38) = 8.76, p = .01. Home writing environment did not significantly predict children’s word writing and idea generation. Theoretical and practical implications will be discussed. |
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| Paper #4 | |
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| A Systematic Review on Latinx Parent-Involved Shared Reading Interventions and Children’s Language Skills | |
| Author information | Role |
| Cinthia Berenice Herrera, University of Texas At Austin, United States | Presenting author |
| Doris L. Baker, University of Texas at Austin, United States | Non-presenting author |
| Abstract | |
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Introduction Latinx families are the largest rapidly growing underrepresented group in the United States (Baker, 2018). Moreover, Latinx children represent the second largest group of children enrolled in public schools after White children (Garcia, 2009). However, Latinx children have significant underachievement in public schools and are behind in reading, performing significantly below grade level by first grade (Tapia, 2004). In 2022, almost 80 percent of Latinx fourth-grade students' NAEP reading score performance was at the “Basic” level or lower compared to 58 percent of White children. The scores did not appear to change from elementary, middle, and high school (NAEP, 2022). School preparedness gap is one factor of decreased language skills in Latino children, leading to lower cognitive development, language development, and approaches to learning (Paterson et al., 2020). Latino children experience language gaps in expressive language and preliteracy activities as early as nine months (Guerrero, 2013; Fuller, 2009). Home environmental differences rather than socioeconomic status account for the variation in children’s literacy development; the caregiver and child reading experiences can contribute to overall literacy (Scarborough & Dobrich, 1994). Therefore, improving reading and language development from home in the earlier grades is crucial. Research Questions This systematic review analyzed the impact of shared book reading (SBR) interventions and parental involvement of Latino caregivers and children's language development. The present study asked the following questions: RQ1.To what extent do SBR interventions led by Latinx parents at home improve Latinx children’s language skills? RQ2. What potential moderators affected the relations between SBR and student outcomes and language literacy and adult-child interactions? Methods A systematic electronic database yielded 1509 records. This systematic review synthesized 16 articles that met inclusion criteria and 17 studies (one article conducted both a quasi-experimental and single-case design) on randomized control trials (RCT), quasi-experimental designs (QED), and single-case designs (SCD). Results This systematic review targeted language reading measures. All studies used oral language measures more often than reading comprehension and writing. Expressive and receptive vocabulary was the most common oral language measure. RCTs showed a small to large effect, QEDs effect sizes ranged from small to very large, and SCD effect sizes ranged from no effect to highly effective SBR interventions. When discussing moderators, shared book reading yielded a small or moderate effect on student language proficiency, while dialogic reading interventions demonstrated moderate to high effect sizes. A minimum of two books and a maximum of 23 books were used across studies. So far, 447 children across the studies ranged from two and a half to seven years old. A total of 307 parents participated in the intervention as implementers. Both the child and the parents were Spanish speakers. Only half of the studies explicitly stated that the intervention was provided in Spanish. Only half the studies stated that the children's language outcomes were assessed using Spanish measures. Students using the native language of Spanish appeared to have better language outcomes. It demonstrated richer communication sample development. Moderators demonstrated different effect sizes among Latinx children's language outcomes. |
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Family Practices for Language and Literacy Development of Linguistically Diverse Emergent Bilingual Children
Submission Type
Paper Symposium
Description
| Session Title | Family Practices for Language and Literacy Development of Linguistically Diverse Emergent Bilingual Children |