ERIC Number: EJ1028333
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 31
Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?
Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun
Early Child Development and Care, v184 n4 p537-552 2014
This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish-speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs.
Descriptors: Preschool Education, Educational Benefits, English (Second Language), Second Language Learning, Spanish Speaking, Skill Development, Disadvantaged Youth, Reading Programs, Literacy Education, Pretests Posttests, Intervention, Literacy, Language Skills, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A