First and Second Grade, Bilingual (Spanish/English-Speaking) and Monolingual (English-Speaking) Teachers’ Evaluations of what they Consider Basic Elements of an Adequate Early Intervention Reading Program for the Population they Serve

Abstract

The purpose of this study was to examine the evaluated elements of an adequate early intervention reading program for bilingual (Spanish/English-speaking) and monolingual (English-speaking) students, as viewed by their first or second grade, bilingual or monolingual teacher. Fifteen bilingual and fifteen monolingual, first and second grade teachers (N=30) from three area urban school districts constituted the subjects of this study. An anonymous survey was sent to each of the thirty teachers. From a listing of key components of a reading program, teachers rated each of the fifteen elements they felt as being most important to the population they serve. Comparisons were then made to determine the relationship between both groups' evaluations of the given components. Results revealed that most subjects from both groups felt very strongly about all the elements listed on the survey. A common feeling among all was that all the "pieces'' need to fit together for the reader (in any language) to excel. Analysis of the surveys demonstrated that an interesting pattern exists between the bilingual and monolingual teachers' surveys. For both groups, the three most selected items of importance were: student confidence, parental support, and phonics.