INITIAL LITERACY_LISBETH BANALES

Many types of research explain how the first language and literacy skills transfer to the

second language. Students use their first language as a way to read in their second language.

Durgunoglu et al explained that Spanish phonological awareness and Spanish word recognition

predicts children's English word recognition as cited in August, D. (2002).

Recent research as stated by Escamilla et al has established that biliterate reading

acquisition differs from monoliterate reading acquisition in important ways:

- Readers use their knowledge of their first language and experiences when they

are read in their second language.

- Skills and knowledge transfer across languages in bidirectional ways.

- English oral language proficiency is positively related to English literacy,

especially in higher levels.

- Literacy skills in the first language facilitate the development of English reading

cognates, comprehension strategies.

Another research has found that literacy in Spanish does not detract from English literacy

development but rather contributes to and supports its development. ELLs with successful Spanish

literacy experience progress more quickly and successfully in their English literacy development”.

(Genesee, Lindholm-Leary, Saunders, & Christian, 2008).

When students have native language literacy, everything transfers but when they are not

reading the will need extra time and support. The support that is offered through different levels

of scaffolding. These are interactive read aloud, emergent storybook reading, shared reading,

independent reading workshop, guided reading, independent writing workshop, and vocabulary

work. These are offered through the elements of a balanced approach. Cruz, M. (2019)
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References

Cruz, M. (2019). More on the Balanced Approach [PowerPoint Slides]. Retrieved from

https://blackboard.stthom.edu/webapps/blackboard/execute/content/file?cmd=view&cont

ent_id =_1459073_1&course_id=_33484_1&framesetWrapped=true

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-Gonzalez, L., Ruiz-Figueroa,

O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action.

Philadelphia: Caslon Publishing.

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2008). Educating English

language learners: A synthesis of research evidence. Cambridge: Cambridge University

Press.
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What are some research findings related to initial literacy in Spanish? What does research

say about initial literacy based on English language development? Upload this one page (12

font) response in Journal 7.