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Subgroups within a Heterogeneous Population: Considering Contextual Factors That Influence the Formation of Dual Language Learner Profiles in Head Start
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Lisa M. Lopez; Matthew E. Foster; Shaunacy Sutter; Karen Nylund-Gibson; Dina A. N. Arch – Grantee Submission, 2024
Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study…
Descriptors: Federal Programs, Low Income Students, Social Services, Preschool Children
Subgroups within a Heterogeneous Population: Considering Contextual Factors That Influence the Formation of Dual Language Learner Profiles in Head Start
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Lisa M. López; Matthew E. Foster; Shaunacy Sutter; Karen Nylund-Gibson; Dina A. N. Arch – Journal of Educational Psychology, 2024
Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study…
Descriptors: Federal Programs, Low Income Students, Social Services, Preschool Children
Assessment Selection for Latine Dual Language Learners' Math Skills
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Jimena Cosso; Giancarlo Visconti; Alexa Ellis; David Purpura – Society for Research on Educational Effectiveness, 2024
Background: Gaps between dual language learners (DLLs) and monolingual English-speaking children have been reported at kindergarten entry, and many DLL children are classified as long-term English learners, having less access to the general curriculum in the upper grades (NASEM, 2017). The supposed underperformance of DLLs might be due to the…
Descriptors: Hispanic American Students, Bilingual Students, Mathematics Skills, Mathematics Achievement
Exploring the Classification Accuracy of the Early Communication Indicator (ECI) with Dual-Language Learners from Latinx Backgrounds
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King, Marika; Larson, Anne L.; Buzhardt, Jay – Assessment for Effective Intervention, 2022
Few, if any, reliable and valid screening tools exist to identify language delay in young Spanish-English speaking dual-language learners (DLLs). The early communication indicator (ECI) is a brief, naturalistic measure of expressive communication development designed to inform intervention decision-making and progress monitoring for infants and…
Descriptors: Hispanic American Students, Bilingual Education, Communication Skills, Infants
Peer Effects on Dual Language Learners' English and Spanish Receptive Vocabulary Development
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Elisa B. Garcia – Grantee Submission, 2021
Using a nationally representative sample of 3- and 4-year-old Spanish-speaking dual language learners (DLLs) attending Head Start (N = 654), this study examined whether mean levels of and variability in peers' English receptive vocabulary skills were associated with DLLs' English and Spanish receptive vocabulary skills in the spring. In addition,…
Descriptors: Peer Influence, Second Language Learning, Spanish Speaking, Bilingual Students
Prekindergarten Program, 2012-2013. Issue 1: Student Academic Performance. DRE Publication #12.53 RB a
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Brunner, Josie – Online Submission, 2013
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students. [Funding for this report was provided by Title I funds.]
Descriptors: Preschool Education, Preschool Children, Receptive Language, School Readiness