Using scaffolded text with systematic progression of spelling patterns to promote Hispanic children’s early literacy

Research output: Contribution to journalArticle


This comparative, descriptive study examined the relationship between text-type use and early literacy outcomes of English language decoding ability. The representative sample was 80 grade 1 students receiving reading instruction using English language materials with a focus on the Spanish speaking, Hispanic English Language Learner (ELL) using scaffolded text when learning to read. The research aims were about specific pairwise comparisons. The comparisons were analyzed with t tests, noting the mean differences in correct number of English words decoded from a list of 253 words. Words correctly decoded were tallied for each student. There were three groups and two comparisons. Group 1: Hispanic, ELL receiving reading instruction using scaffolded text (ST)*. Group 2: Hispanic, ELL using non-scaffolded text (NST)*. Group 3: English only (EO) students using NST. Comparison 1: Group 1 and Group 2. Comparison 2: Group 1 and Group 3. Results show that Group 1 correctly decoded significantly more words than Group 2. Group 1 correctly decoded more words than Group 3; this difference was not statistically significant. Results of this study provide preliminary support for the use of scaffolded text in helping Hispanic ELL decode English text.

Original languageEnglish (US)
JournalInternational Journal of Bilingual Education and Bilingualism
StateAccepted/In press - Jan 1 2020



  • beginning reading instruction
  • Decoding
  • early literacy
  • English language learners
  • Hispanic
  • scaffolded text
  • spelling patterns
  • text use

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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