Teacher’s Use of Literacy Centers to Promote Literacy Acquisition in First Grade Bilingual Students in a South Texas School

Abstract

Improving reading performance among Hispanic students continues to be a national and state priority. The purpose of this study was to investigate the effectiveness of literacy centers in first grade bilingual classrooms and its relation to students’ Tejas LEE scores. This quasi-experimental study took place in two elementary schools in a South Texas district during an 11-week period. Data were collected through BOY (Beginning of the year) and MOY (Middle of the year) Tejas LEE scores. A nonprobability sample consisted of 104 first grade bilingual students (59 and 45 in the experimental and comparison groups, respectively). Results showed that there was no statistically significant difference between those students who participated in literacy centers and those who did not based on the Tejas LEE scores. Given the growing number of Hispanics and recognizing the reading gap, it is important to find a solution to this problem. This study is a start in reducing the number of first grade students being retained due to their literacy ability.