Longitudinal Outcomes for Preschool Dual Language Learners Receiving Writing Instruction

Abstract

This article analyzed data from a randomized, longitudinal study (Matera & Gerber, 2008) to measure the effectiveness of a writing intervention that provided clearly defined opportunities for Spanish-speaking preschool children in a Head Start program to develop their writing abilities in English. Results from this study indicate that children receiving the writing intervention performed statistically significantly better than children in the control group in measures of English and Spanish writing after 2 months of kindergarten instruction. Implications from these findings suggest that consistent and explicit writing opportunities in Head Start preschool classrooms have positive effects on Spanish-speaking children's emergent writing skills.

Keywords:

• dual language learners (DLLs)
• Head Start
• early literacy
• writing instruction

ACKNOWLEDGMENTS

Carola Matera is now an independent consultant in Santa Barbara, California.

This research was supported by the University of California Linguistic Minority Research Institute Dissertation Research Grant Award 08-08CY-02DG-SB and the Office of Planning, Research and Evaluation Head Start, U.S. Department of Health and Human Services, Grant 90YD0199.