The Teaching of Reading in Spanish to the Bilingual Student

The Teaching of Reading in Spanish to the Bilingual Student

The Teaching of Reading in Spanish to the Bilingual Student

The Teaching of Reading in Spanish to the Bilingual Student


This dual-language text provides theory and methodology for teaching reading in Spanish to Spanish/English bilingual or Spanish-dominant students. The goal is to help educators teach these students the skills necessary to become proficient readers and, thus, successful in the school system.

At the very core of the book are the hispano-parlantes--the Spanish-speaking children--who bring to the schools, along with their native language and cultures, a wealth of resources that must be tapped and to whom all educators have a responsibility to respond.

True to the concepts of developing bilingual educators to serve bilingual students, the text presents chapters in English and Spanish. Each chapter is written in only one language at the preference of the author. Thus, to be successful with this book, the reader must be bilingual.

Themes emphasized in the text include current reading methodologies, the concept of reading as developmental literacy skills, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the uses of technology in the delivery of instruction.

Never losing sight of its goal--to teach reading in Spanish to bilingual or Spanish-dominant students--the book includes a series of focusing questions and follow-up activities; these are not simply translations of existing activities, strategies, and techniques intended for monolingual English students, but specifically designed to be appropriate for Spanish-speaking students.

Directed to university preservice and in-service instructors of reading and bilingual education as well as administrators and district- and school-level staff developers who work with Hispanic populations, the book is sensitive at all times to nuances of the languages and cultures of the intended audiences.


The first edition of this text, published some years ago, explained the purpose of presenting such a dual-language text in the following way:

This book came about to meet the need of a group of Spanish reading professors looking for a college textbook. This group of educators met frequently to discuss Spanish reading issues and Spanish literature. They found no adequate compendium of readings which may serve as a curricular guide as well as a reference source for staff development. This professional group undertook the project of developing a college text for the instruction of Spanish reading and language arts.

In the years since the first edition, many of these issues have continued to be discussed and addressed. To the extent that it could, the first edition served to meet some of the needs articulated by these professionals. Although it enjoyed wide circulation as a preservice and in-service text at colleges and universities, the 1984 edition was no longer available by the early 1990s. Feedback from the field indicated that there was valuable information in the original text; but conditions, issues, and concerns for Hispanic learners were changing. And, with those changes, there was a need to provide an updated text that could respond to these emerging issues -- including changes in assessment; greater sophistication and care in identifying and placing at-risk, special needs students; and new views of the development of proficiency in the second language, specifically in terms of the number of years needed to attain mastery in academic uses of English by limited-English-proficient students.

Addressing these issues became a major focus of this edition. a panel of editorial reviewers and consultants from Lawrence Erlbaum Associates provided valuable suggestions to the editors. and the editors themselves -- still actively involved in staff development in the teaching of reading and bilingual education -- took a long, hard look at the current status of bilingual education and reading theories. Armed with this new set of . . .

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