Jay Blanchard
Biographic Data
| ID | 6752485 |
|---|---|
| NAME | Jay Blanchard |
| GIVEN NAMES | Jay |
| FAMILY NAME | Blanchard |
| SIGNATURE | BLANCHARD J |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 0 |
Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structure…
English-Language Learners
Research examined the influence of native vocabulary development on cross-language transfer of phonemic awareness. Participants were Spanish-speaking kindergartners learning English in immersion classrooms. Results indicated that limited Spanish vocabulary development negatively influenced cross-language transfer of phonemic awareness to English. The results have clear and profound implications for Spanish-speaking children. Without foundational …
Commentary
No prominent works on this page.
Commentary
English-Language Learners
Research examined the influence of native vocabulary development on cross-language transfer of phonemic awareness. Participants were Spanish-speaking kindergartners learning English in immersion classrooms. Results indicated that limited Spanish vocabulary development negatively influenced cross-language transfer of phonemic awareness to English. The results have clear and profound implications for Spanish-speaking children. Without foundational …
Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structure…
Psychology (3 works) · Language Development and Disorders (2 works) · Linguistics (2 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Phonemic awareness (2 works) · Reading and Literacy Development (2 works) · Vocabulary (2 works) · Vocabulary development (2 works)