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Efficacy of Multitiered Dual Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

Version
1
Resource Type
Dataset : audio: sound data, experimental data, observational data, survey data
Creator
  • Spencer, Trina (University of South Florida)
  • Moran, Meghan (Northern Arizona University)
  • Thompson, Marilyn (Arizona State University)
  • Petersen, Douglas (Brigham Young University)
  • Restrepo, M. Adelaida (Arizona State University)
Publication Date
2018-12-31
Funding Reference
  • United States Department of Education. Institute of Education Sciences
    • Award Number: R305A140093
Free Keywords
dual language intervention; multi-tiered instruction; narrative language
Description
  • Abstract

    The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. Participants were 3-5 year old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large group lessons in English to the whole class twice per week. For a Tier 2 intervention, teachers delivered small group lessons four days a week, alternating the language of intervention daily (Spanish, then English). Group post-test differences were statistically significant with moderate to large effect sizes favoring the treatment group on all English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary), and a distal measure of language comprehension.
Temporal Coverage
  • 2016-08-01 / 2017-05-31
    Time Period: Mon Aug 01 00:00:00 EDT 2016--Wed May 31 00:00:00 EDT 2017 (2016-2017 School Year)
Geographic Coverage
  • Arizona
Sampled Universe
Children learning two languages in preschool and whose home language is Spanish.
Availability
Download

Update Metadata: 2019-12-23 | Issue Number: 3 | Registration Date: 2019-12-20

Spencer, Trina; Moran, Meghan; Thompson, Marilyn; Petersen, Douglas; Restrepo, M. Adelaida (2018): Efficacy of Multitiered Dual Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E116885V1