Quantity-Focused Language Input Intervention: Impact on Adult Words Delivered to At-Risk Dual Language Learners

Autor/inn/en	Wofford, Mary Claire; Wood, Carla
Titel	Quantity-Focused Language Input Intervention: Impact on Adult Words Delivered to At-Risk Dual Language Learners
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 1, S.91-110 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wofford, Mary Claire) ORCID (Wood, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1783400
Schlagwörter	Low Income Students; At Risk Students; Minority Group Students; English Language Learners; Spanish Speaking; Intervention; Program Effectiveness; Family Environment; Parent Influence; Feedback (Response); Monolingualism; Telecommunications; Handheld Devices; Parent Education; Educational Technology; Mothers; Young Children; Bilingualism; Hispanic Americans; Low Income Groups; Language Usage; Language Skills; Ages and Stages Questionnaires; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Familienmilieu; Telekommunikationstechnik; Parents education; Elternbildung; Elternschule; Unterrichtsmedien; Mother; Mutter; Frühe Kindheit; Bilingualismus; Hispanic; Hispanoamerikaner; Sprachgebrauch; Language skill; Sprachkompetenz
Abstract	Spanish-English-speaking dual language learners (SE-DLLs) from low-income backgrounds are at risk for experiencing academic difficulty compared to peers of ethnic-majority, middle- and high-income backgrounds. Caregiver language input is a consistent predictor of later developmental and academic outcomes. The current study targeted caregivers (n = 9) of young SE-DLLs from low-income backgrounds in a language input intervention using a quantitative feedback device called Starling by Versame and its corresponding smartphone application that provided caregiver word counts and visual displays of caregiver input. In a multiple-baseline design, three cohorts of participating families tracked daily adult word counts. Researchers selected high-priority, 15-minute segments of interaction in naturalistic settings to characterize the intervention's effect. Results indicated a limited effect of the Starling intervention on quantity of adult words across selected high-priority contexts in visual analysis and hierarchical linear modeling. Participants rated the intervention as socially and culturally valid. Null findings of intervention importantly contributed unique evidence about the use of technology-based, quantity-focused language input feedback and its social validity with families of Spanish-English-speaking backgrounds in low-income conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01