Volume: 18  Number: 2  Page: 154–163

‘Me Amo Leer’ Reading Experiences in a Central Illinois Summer Migrant Education Programme

Shireen Pavri1, Johnell Bentz2, Janetta Fleming Bradley3 and Laurie Corso4 1California State University, Long Beach, Educational Psychology, Administration and Counseling, 1250 Bellflower Blvd., Long Beach, CA 90840-2201, USA, 2University of Illinois at Urbana-Champaign, 1320 South Sixth Street, Champaign, IL 61820, USA, 3University of Tennessee at Chattanooga, 615 McCallie Avenue, Department 4154, Chattanooga, TN 37405, USA and 4Champaign Unit 4 School District, 703 South New Street, Champaign, IL 61820, USA

This paper describes the assessment and instructional strategies used in a migrant education programme that had positive academic outcomes for a group of 11 eight-to 12-year-old Spanish/English-speaking students of Mexican descent. Students attended this four-week summer programme, jointly sponsored by the University of Illinois and the local public school district, while older siblings and parents harvested crops in the central Illinois region. Curriculum-based measures of students' oral reading fluency and comprehension, along with strategies for teaching reading and writing allowed the teacher to tailor instruction. The article provides useful suggestions for teachers working with students from culturally and linguistically diverse backgrounds.

Keywords: curriculum-based measurement, reading, migrant education

2005 S. Pavri et al.

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