| Title | Effective early literacy skill development for young Spanish-speaking English language learners: an experimental study of two methods. | | Author(s) | Farver JA, Lonigan CJ, Eppe S | | Institution | University of Southern California, Department of Psychology, SGM 501 Los Angeles, CA 90089-1061, USA. farver@usc.edu | | Source | Child Dev 2009 May-Jun; 80(3):703-19. | | Abstract | Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before and after the intervention in Spanish and English. Children in the English-only and transitional groups made significant gains in their emergent literacy skills in both Spanish and English compared to the control group, The English-only and transitional models were equally effective for English language outcomes, but for Spanish-language outcomes, only the transitional model was effective. The results suggest that a targeted early literacy intervention can improve Spanish-speaking preschoolers' preliteracy skills. | | Language | eng | | Pub Type(s) | Journal Article
Research Support, U.S. Gov't, Non-P.H.S.
| | PubMed ID | 19489898 |
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