Exploring reading strategies for Spanish speaking beginning readers in first grade.

Abstract

The purpose of the study was to examine reading strategies used for students whose spoken language is Spanish, and are learning to read in Spanish. The study has as one of its goals, to try to unify the methods used in the process of reading development for Spanish speaking students. The study describes events of reading in six classrooms, and explore methods used in the development of reading. The impact of these methods on students and the result of testing. Another goal is to explore the attitudes of teachers, and if these attitudes affect implementation of methodology. The information for the study was gathered through interviews and questionnaires with teacher respondents and, students, as well as test scores at the end of the trial period. The test used was the, Unit Test, used in many Bilingual Programs. The test are divided into two parts. The teacher determines when to offer the test after having taught the skills of the Unit, according to the basic series used by the Bilingual Program. The gathered information showed which of the reading strategies used for the development of reading of Spanish speaking first graders appeared most effective. The three strategies reported by teachers were: The Phonics Methods, Whole Language and a combination of both methods (and in some cases other methods were included in the combination). From the information shown in the findings chapter it can be observed that the Phonics Method obtained the highest percentage when used as a reading strategy. The combination of methods obtained the second highest percentage as a reading strategy. The Whole Language Method obtained the lowest percentage when used as a reading strategy for Spanish speaking children. Students of teachers who have an average of 17-18 years of experience, had the highest scores in the tests. This is relevant, for the methods are not the only variable that seems to affect the results