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Language, Speech, and Hearing Services in Schools Vol.38 213-215 July 2007. doi:10.1044/0161-1461(2007/022)
© American Speech-Language-Hearing Association
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Prologue

Prologue: Development of English Literacy in Spanish-Speaking Children: Transforming Research Into Practice

Gil Narro Garcia
Institute of Education Sciences, U.S. Department of Education, Washington, DC

Peggy McCardle
Stephanie M. Nixon
National Institute of Child Health and Human Development, Rockville, MD

Contact author: Peggy McCardle, National Institute of Child Health and Human Development, 6100 Executive Boulevard, Suite 4B05, Rockville, MD 20852-7510. E-mail: PM43Q{at}nih.gov.

Purpose: The purpose of the present article is to provide the background for the clinical forum contained in this issue, which showcases prereading and reading development research that was conducted with Spanish-speaking children who were English language learners.

Method: We focus on the articles presented in this clinical forum and provide the background for the research.

Implications: There is a need for further educational research to ensure that practitioners achieve literacy for all children.

KEY WORDS: English language learners, reading, bilingual, education


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