Georgia Garcia - Academia.edu (original) (raw)

Papers by Georgia Garcia

Research paper thumbnail of Improving the Language and Literacy Assessment of Emergent Bilinguals

Research paper thumbnail of Metacognition, Childhood Bilingualism, and Reading

Research paper thumbnail of The bilingual reading practices and performance of two Hispanic first graders

Bilingual Research Journal, Jul 3, 2017

ABSTRACT This qualitative study used a sociocultural lens to examine how two bilingual Hispanic f... more ABSTRACT This qualitative study used a sociocultural lens to examine how two bilingual Hispanic first-grade girls demonstrated bilingual reading practices (i.e., heteroglossia and translanguaging) as they discussed and read texts in Spanish and English. One girl predominantly received school reading instruction in Spanish, while the other received school reading instruction in English. They both participated in Spanish reading at home. The school reading instruction employed Spanish or English versions of Success for All, and emphasized word recognition strategies appropriate for the language of instruction along with meaning-making strategies. In April, the two girls scored mid- to end-of first grade on a curriculum-based reading assessment in the language of instruction. Neither of them received biliteracy instruction. Their reading levels in the instructional language and exposure to the other language appeared to be sufficient for them to develop and demonstrate heteroglossic practices. Bilingual dynamic reading assessments and home reading sessions with a bilingual researcher revealed that both girls utilized bilingual reading practices to discuss and comprehend texts in their non-instructional or alternate language. One of the girls also used bilingual reading practices to discuss texts in the instructional language. To read in the alternate language, they both employed word-recognition and meaning-making strategies, which had been emphasized in their school reading instruction. However, one girl’s attempt to use a decoding strategy she had learned in English (i.e., onset-rime) to decode unfamiliar Spanish words did not work effectively. Implications are delineated for the bilingual reading instruction and assessment of young bilingual children.

Research paper thumbnail of Frameworks for Promoting Multicultural Literacies: Moving Toward Educational Justice

Research paper thumbnail of Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools

The Elementary School Journal

A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual stude... more A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.

Research paper thumbnail of A longitudinal study of strengths, challenges, and inequities in a Spanish-English dual-language program

Bilingual Research Journal, Jul 26, 2023

Research paper thumbnail of A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom

International Journal of Bilingual Education and Bilingualism

Research paper thumbnail of Border crossings and border exclusions: Academic and social experiences of a second-grade child of indigenous descent in a dual language school

Bilingual Research Journal

Research paper thumbnail of Ten dilemmas of performance assessment GEORGIA EARNEST GARCÍA

Assessing Reading 1: Theory and Practice, 2002

Research paper thumbnail of Cognate Instruction and Bilingual Students’ Improved Literacy Performance

The Reading Teacher, 2020

Spanish–English cognates (words from ancestrally related languages similar in appearance and mean... more Spanish–English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students’ reading materials, but few researchers have documented elementary‐age bilingual (Spanish–English) students’ actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third‐grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish–English cognates, and the completion of cognate lessons related to the students’ English instruction on electricity. The fourth graders received cognate instruction to support their English reading comprehension. After instruction, most of the third graders used cognates for spelling and writing but not for reading, whereas most of the fourth graders used cognates to improve their English reading comprehension. ...

Research paper thumbnail of A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

Journal of Literacy Research, 2017

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspective... more A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. ...

Research paper thumbnail of The link between standards and dual language teachers’ Spanish literacy instruction and use of formative assessments

Bilingual Research Journal, 2018

Research paper thumbnail of Assessment and Diversity

Review of Research in Education, 1994

Systemic reform in public education has undoubtedly been the most common educational goal of the ... more Systemic reform in public education has undoubtedly been the most common educational goal of the past decade. As this movement toward full-scale overhaul of the structure, content, and process of education has gathered momentum, educational assessment has assumed an ...

Research paper thumbnail of Chapter 8: Assessment and Diversity

Review of Research in Education, 1994

Research paper thumbnail of Spanish-English bilingual students' use of cognates in English reading

Journal of Literacy Research, 1990

Research paper thumbnail of Introduction: Appropriating and creating space for difference in literacy research

Journal of Literacy Research, 1998

Research paper thumbnail of Migrant worker children: Conceptions of homelessness and implications for education

International Journal of Qualitative Studies in Education, 2003

Research paper thumbnail of Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom

Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly, 2000

Page 1. Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool ... more Page 1. Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom MlN-LlNG TSAI National Taipei Teachers College GEORGIA EARNEST GARCIA University of Illinois at Urbana-Champaign ...

Research paper thumbnail of Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622

ED392014 - Reading Instruction and Educational Opportunity at the Middle School Level. Technical ... more ED392014 - Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622.

Research paper thumbnail of Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technical Report No. 482

ED310367 - Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technic... more ED310367 - Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technical Report No. 482.

Research paper thumbnail of Improving the Language and Literacy Assessment of Emergent Bilinguals

Research paper thumbnail of Metacognition, Childhood Bilingualism, and Reading

Research paper thumbnail of The bilingual reading practices and performance of two Hispanic first graders

Bilingual Research Journal, Jul 3, 2017

ABSTRACT This qualitative study used a sociocultural lens to examine how two bilingual Hispanic f... more ABSTRACT This qualitative study used a sociocultural lens to examine how two bilingual Hispanic first-grade girls demonstrated bilingual reading practices (i.e., heteroglossia and translanguaging) as they discussed and read texts in Spanish and English. One girl predominantly received school reading instruction in Spanish, while the other received school reading instruction in English. They both participated in Spanish reading at home. The school reading instruction employed Spanish or English versions of Success for All, and emphasized word recognition strategies appropriate for the language of instruction along with meaning-making strategies. In April, the two girls scored mid- to end-of first grade on a curriculum-based reading assessment in the language of instruction. Neither of them received biliteracy instruction. Their reading levels in the instructional language and exposure to the other language appeared to be sufficient for them to develop and demonstrate heteroglossic practices. Bilingual dynamic reading assessments and home reading sessions with a bilingual researcher revealed that both girls utilized bilingual reading practices to discuss and comprehend texts in their non-instructional or alternate language. One of the girls also used bilingual reading practices to discuss texts in the instructional language. To read in the alternate language, they both employed word-recognition and meaning-making strategies, which had been emphasized in their school reading instruction. However, one girl’s attempt to use a decoding strategy she had learned in English (i.e., onset-rime) to decode unfamiliar Spanish words did not work effectively. Implications are delineated for the bilingual reading instruction and assessment of young bilingual children.

Research paper thumbnail of Frameworks for Promoting Multicultural Literacies: Moving Toward Educational Justice

Research paper thumbnail of Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools

The Elementary School Journal

A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual stude... more A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.

Research paper thumbnail of A longitudinal study of strengths, challenges, and inequities in a Spanish-English dual-language program

Bilingual Research Journal, Jul 26, 2023

Research paper thumbnail of A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom

International Journal of Bilingual Education and Bilingualism

Research paper thumbnail of Border crossings and border exclusions: Academic and social experiences of a second-grade child of indigenous descent in a dual language school

Bilingual Research Journal

Research paper thumbnail of Ten dilemmas of performance assessment GEORGIA EARNEST GARCÍA

Assessing Reading 1: Theory and Practice, 2002

Research paper thumbnail of Cognate Instruction and Bilingual Students’ Improved Literacy Performance

The Reading Teacher, 2020

Spanish–English cognates (words from ancestrally related languages similar in appearance and mean... more Spanish–English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students’ reading materials, but few researchers have documented elementary‐age bilingual (Spanish–English) students’ actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third‐grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish–English cognates, and the completion of cognate lessons related to the students’ English instruction on electricity. The fourth graders received cognate instruction to support their English reading comprehension. After instruction, most of the third graders used cognates for spelling and writing but not for reading, whereas most of the fourth graders used cognates to improve their English reading comprehension. ...

Research paper thumbnail of A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

Journal of Literacy Research, 2017

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspective... more A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. ...

Research paper thumbnail of The link between standards and dual language teachers’ Spanish literacy instruction and use of formative assessments

Bilingual Research Journal, 2018

Research paper thumbnail of Assessment and Diversity

Review of Research in Education, 1994

Systemic reform in public education has undoubtedly been the most common educational goal of the ... more Systemic reform in public education has undoubtedly been the most common educational goal of the past decade. As this movement toward full-scale overhaul of the structure, content, and process of education has gathered momentum, educational assessment has assumed an ...

Research paper thumbnail of Chapter 8: Assessment and Diversity

Review of Research in Education, 1994

Research paper thumbnail of Spanish-English bilingual students' use of cognates in English reading

Journal of Literacy Research, 1990

Research paper thumbnail of Introduction: Appropriating and creating space for difference in literacy research

Journal of Literacy Research, 1998

Research paper thumbnail of Migrant worker children: Conceptions of homelessness and implications for education

International Journal of Qualitative Studies in Education, 2003

Research paper thumbnail of Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom

Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly, 2000

Page 1. Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool ... more Page 1. Who's the Boss? How Communicative Competence Is Defined in a Multilingual Preschool Classroom MlN-LlNG TSAI National Taipei Teachers College GEORGIA EARNEST GARCIA University of Illinois at Urbana-Champaign ...

Research paper thumbnail of Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622

ED392014 - Reading Instruction and Educational Opportunity at the Middle School Level. Technical ... more ED392014 - Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622.

Research paper thumbnail of Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technical Report No. 482

ED310367 - Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technic... more ED310367 - Annotated Bibliography of Research Related to the Reading of At-Risk Children. Technical Report No. 482.