Investigating the Second Language Reader with Low Native Language Literacy

Dr. Elaine C. Klein and Dr. Gita Martohardjono

Research Institute for the Study of Language in Urban Society (RISLUS)

The CUNY Graduate CenterEmail: slal@gc.cuny.edu

AAAL, Washington, D.C, March 29, 2008

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The QuestionsIn young readers, native language (L1) pre-literacy and word level reading skills transfer to the second language (L2).

How does reading develop among older at-risk L2 learners (SIFE)?

Higher level reading skills? Transfer of skills?

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Who are SIFE?

‘SIFE’ (‘Newcomers’), a subgroup of ELLs:

Recently arrived adolescent students Little or no English Assumed to have:

- Low literacy and academic preparation- Gaps in prior schooling (+2 yrs)

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Research on adolescent L2 readers

Overlooked and underserved Very high drop-out rates Few appropriate assessment tools

for identification and tracking Need for more systematic research

(e.g. Velasco & Fix 2000; Short, Boyston & Coltrane 2003; Freeman, Freeman & Mercuri 2003; Morse 2005; August & Shanahan 2006; Short & Fitzsimmons 2007)

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Some Facts about SIFE in NYC Schools*

About 15,000 SIFE comprise 11% of ELLs

Most enter 8th-10th grades 59% have Spanish native language Graduation rates far lower than other

ELLs*Bilingual Education Student Information Survey (BESIS) 2006-2007: NYC DOE Office of English Language Learners, 2007.

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SIFE Profile and Progress

What academic skills do SIFE bring to school in the US?

How do SIFE compare to their peer groups?

What academic skills do SIFE gain over one year (T1 T2)?

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The SIFE ProjectIn Progress

18 month Longitudinal StudyParticipants:

98 students identified as SIFE 9th and 10th grade Native language: Spanish

Schools: 5 inner-city high schools in NYC Various program types Native language support

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Data CollectionMeasures of typical language development:

Versant (Oral Spanish and English) Syntactic development (Spanish and

English)Academic literacy diagnostics:

Reading and content areas (Spanish and English)

Benchmark assessments (State and city-mandated tests)

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Results: Typical L1 Development

Versant: oral vocabulary, sentence mastery, fluencyOverall Mean % Correct = 79, SD = 16

Syntactic comprehension:Overall Mean % Correct = 89, SD = 12

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Academic Literacy Diagnostics

Pre- and Basic Literacy Higher-Level Literacy

- Vocabulary and Reading Comprehension Content Areas

- Math- Science- Social Science

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Results: Pre- and Basic Literacy

Phonological & Orthographic Awareness

Word Reading Simple Sentence Comprehension

Mean % Correct = 96, SD = 4.5

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Results: L1 Reading Vocabulary

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Results: L1 Reading Comprehension

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Difference Between L1 Vocabulary and Reading Comprehension (at T1)

Vocabulary Reading Comprehension

Mean % Correct 66% 56%

Mean Grade Level

5 3.7

(sig; t(97) = 5.5, p < .001)

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Results: Academic Content Areas

Math: Majority at/below grade 3

Science: Majority at/below grade 4

Social Science: Majority at/below grade 4

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What skills do SIFE bring? Show typical language development:

- Oral language, syntactic comprehension Have basic reading skills Show delay in:

- Higher level reading skills: (4+ grade levels below expected grade) - Content Area Knowledge: (5+ grade levels below expected grade)

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Comparison GroupsNative English Speaker Groups:

9th and 10th Graders Community College West Indian English

speakersRegular ELL Group:

9th-12th GradersSpanish-English Community College Group:

Did not meet minimum English language requirements

Currently taking ESL classes

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Comparison Between Native English Speakers and SIFE

Mean Grade Level Scores on Vocabulary and Reading Comprehension

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Progress in One Year(N=23)

Academic gains in L1 skills

L2 English development

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Academic Gains: L1 Vocabulary

Percent Correct at each Grade Level Time 1 and Time 2

N=23

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Academic Gains: L1 Reading Comprehension

Percent Correct at each Grade Level Time 1 and Time 2

N=23

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Difference Between L1 Vocabulary and Reading

Comprehension (at T2)

t(22) = 2.9; p < .01

Vocabulary Reading Comprehension

Mean Grade Level

6.8 5.4 3.7 5

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A Closer Look at Reading Comprehension

Basic Understanding (24%): Recall factual information Identify relevance

Text Level Skills (76%): Inferencing Interpretation Critical Analysis

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L1 Grade 5 Text Level Skills

Text Level Skills

Mean % Correct Time 1 49%

Mean % Correct Time 2 57%

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L2 English DevelopmentAfter 1 year: Oral Language: Overall: Very limited speaking and listening skills Vocabulary: Basic; slow, simple speechSyntactic Comprehension: Mean percent correct = 58%Benchmark ESL Reading Test: Approximate Grade Level Score = 3rd to 4th

Grade

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Summary of SIFE ProgressIn one year:

Significant gains in L1 reading skills Modest gains in L2 English skills Gap between L1 vocabulary and

reading comprehension persists Lowest performance still on L1 text

level reading skills

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Transfer of SkillsNative Language (T1) Vocabulary = 4.7 Reading Comprehension = 3.6English L2 (T2) Vocabulary and Reading Comprehension approximate grade level = 3-4

Higher level reading skills transfer from L1 to L2.

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Summary and ConclusionsSIFE Do not have L1 developmental delays in oral language or word-level reading Lag in knowledge base in L1 Lag in higher-level reading

Most severely in text level readingTransfer reading skills from L1 to L2

Accelerate development of these skills in L1.

THANK YOU!

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Acknowledgements

NYC Department of Education Participating schools and SIFE liaisons Participating community colleges All participants and teachers RISLUS Research Team