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Direct linkLeslie Babinski; Steve Amendum; Madeline Carrig; Steve Knotek; Marta Sanchez – Society for Research on Educational Effectiveness, 2022
Background: Over 15% of kindergarten and first grade students in U.S. public schools are English learners (ELs) (National Center for Education Statistics [NCES], 2021). Many classroom teachers, however, have not had specialized training in providing instruction for ELs. The BELLA (Bridging English Language Learning and Academics) professional…
Descriptors: Faculty Development, English Language Learners, Kindergarten, Grade 1
Gillanders, Cristina; Franco, Ximena; Seidel, Kent; Castro, Dina C.; Méndez, Lucía I. – Early Child Development and Care, 2017
This study examined how early writing develops in Spanish-English-speaking children of Mexican and Central American descent who are dual language learners (DLLs) in the United States. The emergent writing skills in Spanish and English of 140 preschoolers in a multisite study were assessed using name- and word-writing tasks during the children's…
Descriptors: Writing (Composition), Bilingual Students, Preschool Children, Kindergarten
Download full textPeisner-Feinberg, Ellen S.; Mokrova, I. L.; Anderson, T. L. – FPG Child Development Institute, 2017
The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared--those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to…
Descriptors: Preschool Education, Program Effectiveness, Outcomes of Education, Kindergarten
Peisner-Feinberg, Ellen S.; Mokrova, Irina L.; Anderson, Treshawn L. – FPG Child Development Institute, 2017
The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared--those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to…
Descriptors: Preschool Education, Program Effectiveness, Outcomes of Education, Kindergarten
Zoski, Jennifer L.; Erickson, Karen A. – Communication Disorders Quarterly, 2017
This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12…
Descriptors: Kindergarten, At Risk Students, Feasibility Studies, Metalinguistics
Huang, Francis L.; Ford, Karen L.; Invernizzi, Marcia; Fan, Xitao – Grantee Submission, 2013
We investigated the latent factor structure of the "Phonological Awareness Literacy Screening for Kindergarteners" in Spanish ("PALS español K"). Participants included 590 Spanish-speaking, public-school kindergarteners from five states. Three theoretically-guided factor structures were measured and tested with one half of our…
Descriptors: Phonological Awareness, Kindergarten, Screening Tests, Spanish Speaking
Kolano, Lan Quach; Lewis, Elizabeth R.; Kissau, Scott – CATESOL Journal, 2012
This study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of…
Descriptors: Hispanic American Students, Kindergarten, Teaching Methods, Spanish Speaking
Huebeler, Amy; Baenen, Nancy – Wake County Public School System, 2015
We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…
Descriptors: Limited English Speaking, English (Second Language), Second Language Learning, Language Proficiency
