Development of early English language and literacy skills among Spanish-speaking children: does preschool make a difference?

Abstract

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish-speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs.

Keywords:

• English language learners
• preschool intervention
• early literacy
• early reading first
• Head Start
• language growth

Acknowledgments

This research was supported by U.S. Department of Education, Early Reading First grant (U.S. Department of Education Contract No. 84.359B) to the University of Delaware. The subject consent was acquired through adequate process of Institutional Review Board. We thank the teachers, directors, and children, as well as the tutors, for their work with us on this project. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any products, commodity, service or enterprise mentioned in this publication is intended or should be inferred.

Notes on contributors

Myae Han is an associate professor at the department of Human Development and Family Studies at the University of Delaware. Her research areas are early literacy and children's play.

Luisa Silva graduated from the Master's program at department of the Human Development and Family Studies at the University of Delaware.

Carol Vukelich is the Hammonds professor in teacher education in the School of Education at the University of Delaware. She is also a director of Delaware Center for Teacher Education. Her research areas are early literacy, and teachers' professional development.

Martha Buell is a professor at the department of Human Development and Family Studies at the University of Delaware. Her research areas are early literacy and quality of child care centers.

Likun Hou graduated from the Educational Leadership program at University of Delaware and currently works as a psychometrician at the American Institute of CPAs.