Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods

Autor/inn/en	Farver, Jo Ann M.; Lonigan, Christopher J.; Eppe, Stefanie
Titel	Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods
Quelle	In: Child Development, 80 (2009) 3, S.703-719 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01292.x
Schlagwörter	Preschool Curriculum; Speech Communication; Second Language Learning; Emergent Literacy; Skill Development; English (Second Language); Preschool Children; Program Effectiveness; Early Intervention + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Frühleseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10