Quantity-Focused Language Input Intervention: Impact on Adult Words Delivered to At-Risk Dual Language Learners

ABSTRACT

Spanish-English-speaking dual language learners (SE-DLLs) from low-income backgrounds are at risk for experiencing academic difficulty compared to peers of ethnic-majority, middle- and high-income backgrounds. Caregiver language input is a consistent predictor of later developmental and academic outcomes. The current study targeted caregivers (n = 9) of young SE-DLLs from low-income backgrounds in a language input intervention using a quantitative feedback device called Starling by Versame and its corresponding smartphone application that provided caregiver word counts and visual displays of caregiver input. In a multiple-baseline design, three cohorts of participating families tracked daily adult word counts. Researchers selected high-priority, 15-minute segments of interaction in naturalistic settings to characterize the intervention’s effect. Results indicated a limited effect of the Starling intervention on quantity of adult words across selected high-priority contexts in visual analysis and hierarchical linear modeling. Participants rated the intervention as socially and culturally valid. Null findings of intervention importantly contributed unique evidence about the use of technology-based, quantity-focused language input feedback and its social validity with families of Spanish-English-speaking backgrounds in low-income conditions.

KEYWORDS:

• Dual language learner
• home language
• language input
• multiple baseline design
• technology-based language intervention

Acknowledgments

The authors are especially grateful to the participating families, to Lisa Fitton, Ph.D., for statistical assistance, and for support from research assistants who were essential to project completion. The research reported here was supported by the ASHFoundation New Century Doctoral Scholarship and the CAPCSD Ph.D. Scholarship. Additionally, the first author was supported by U.S. Office of Special Education Programs through Grant H325D140068. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education.

Disclosure statement

The authors acknowledge that no financial interest or benefit has arisen from the direct applications of this research.

Additional information

Funding

This work was supported by the Office of Special Education Programs, Office of Special Education and Rehabilitative Services [H325D140068].