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Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children

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Title: Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
Language: English
Authors: Wackerle-Hollman, Alisha (ORCID 0000-0003-1417-3415), Durán, Lillian, Miranda, Alejandra, Chavez, Carlos, Rodriguez, Michael, Medina Morales, Norma
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160077
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Spanish Speaking, Bilingual Students, Preschool Children, Spanish, English (Second Language), Second Language Instruction, Language Usage, Native Language, Culturally Relevant Education, Emergent Literacy, Phonological Awareness, Rhyme, Preschool Education
Geographic Terms: Minnesota, Oregon, California, Utah
DOI: 10.1080/2372966X.2021.1906620
Abstract: Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children's performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children's language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed. [This is the online version of an article published in "School Psychology Review."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED619379
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Report
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  Data: Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Wackerle-Hollman%2C+Alisha%22">Wackerle-Hollman, Alisha</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1417-3415">0000-0003-1417-3415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Durán%2C+Lillian%22">Durán, Lillian</searchLink><br /><searchLink fieldCode="AR" term="%22Miranda%2C+Alejandra%22">Miranda, Alejandra</searchLink><br /><searchLink fieldCode="AR" term="%22Chavez%2C+Carlos%22">Chavez, Carlos</searchLink><br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Michael%22">Rodriguez, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Medina+Morales%2C+Norma%22">Medina Morales, Norma</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021.
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 22
– Name: DatePubCY
  Label: Publication Date
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  Data: 2021
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Rhyme%22">Rhyme</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
– Name: DOI
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  Data: 10.1080/2372966X.2021.1906620
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children's performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children's language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed. [This is the online version of an article published in "School Psychology Review."]
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  Data: 2022
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        Value: 10.1080/2372966X.2021.1906620
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Spanish
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Usage
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      – SubjectFull: Native Language
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Minnesota
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      – SubjectFull: Oregon
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      – SubjectFull: California
        Type: general
      – SubjectFull: Utah
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      – TitleFull: Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
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              Y: 2021
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