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

• Autores: JoAnn M. Farver, Christopher J. Lonigan, Stefanie Eppe
• Localización: Child development, ISSN 0009-3920, Vol. 80, Nº. 3, 2009, págs. 703-719
• Idioma: inglés
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• Resumen

  • 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.