Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children

Abstract

Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children’s performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children’s language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed.

Impact Statement

Preschool-age Spanish-speaking dual language learners grow as quickly in Spanish language instruction as in English instruction on Spanish and English alphabet knowledge and phonological awareness skills. Preschool-age Spanish-speaking dual language learners did not grow as quickly in settings self-identified as providing bilingual instruction as in English-only instruction on English alphabet knowledge and phonological awareness skills. More research is needed to identify the factors in these settings that are related to this difference. Early childhood MTSS models can improve young DLL’s outcomes by facilitating data-based decisions that unpack the nuances of their performance. It is important when considering the needs of DLLs to include performance in each of their languages, understand expected growth rates in each of their languages, and consider tier 1 language of instruction.

Keywords:

• Assessment early literacy
• English language learner
• RTI
• Progress monitoring
• HLM

Associate Editor:

• Jorge E. Gonzalez

Disclosure statement

Wackerle-Hollman and Durán have developed assessment tools and related resources known as Individual Growth & Development Indicators. This intellectual property is subject of technology commercialization by the University of Minnesota, and portions have been licensed to Renaissance Learning Inc., a company which may commercially benefit from the results of this research. Dr. Wackerle-Hollman and the University of Minnesota also receive royalty income from Renaissance Learning, which, in turn, may benefit the authors. These relationships have been reviewed and are being managed by the University of Minnesota in accordance with its conflict of interest policies.

Notes

1 Here we use the term Latino because the citations noted used this term in the referent documents. However, throughout this manuscript we have intentionally described the participating sample as Spanish-speaking rather than using Latinx, Latino, or Latin@. This is because in our experiences with our participants most identified not with these group membership labels, but instead specifically with their country of origin (e.g., “I am Guatemalan”). As such, we wanted to respect their identities in a way that did not assume membership and instead framed the manuscript around the fact that the children included in this study are Spanish-speaking children whose families have varying countries of origin and who speak varying levels of Spanish and English at home.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A160077 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Notes on contributors

Alisha Wackerle-Hollman

Alisha Wackerle-Hollman, PhD, is an assistant research professor in the school psychology program at the University of Minnesota. Dr. Wackerle-Hollman’s research focuses on early childhood multi-tiered systems of support, measure design, and early literacy and language assessment for monolingual and bilingual children.

Lillian Durán

Lillian Durán, PhD, is an associate professor and associate dean of academic affairs in the College of Education at the University of Oregon. Dr. Durán’s research is focused on improving instructional and assessment practices with preschool-aged dual language learners (DLLs) both with and without identified disabilities. She also engages in professional development nationally to improve the knowledge base and expertise of early educators serving DLLs.

Alejandra Miranda

Alejandra Miranda is a graduate research assistant in the IGDILab and a PhD candidate in the Quantitative Methods in Education program in the Educational Psychology department at the University of Minnesota. Ms. Miranda’s research focuses on inequalities in education, assessment of Spanish-English bilingual children, and social and emotional competencies.

Carlos Chávez

Carlos Chavez is a graduate research assistant in the IGDILab and a PhD candidate in the Quantitative Methods in Education program in the Educational Psychology department at the University of Minnesota. Mr. Chavez’s research focuses on assessment of English language learners, reliability of social and emotional learning measures, and test development.

Michael Rodriguez

Michael C. Rodriguez, PhD, is professor of quantitative methods in education and associate dean of the College of Education and Human Development at the University of Minnesota. Dr. Rodriguez’s research focuses on psychometric properties of tests and test item format effects. He investigates the measurement of early literacy and social and emotional competencies, and explores the sociocultural contexts of psychometrics.

Norma Medina Morales

Norma Medina Morales, MEd, is a Bilingual Research Project Coordinator at the University of Oregon’s Center on Teaching and Learning. Mrs. Medina Morales’ research focuses on improving instructional and assessment practices for dual language learners, Spanish-English language assessments, bilingual education, and early literacy in bilingual children.