Dual language learners' grit, engagement, and literacy achievement in elementary school

2019 ◽  
Vol 40 (6) ◽  
pp. 598-623
Author(s):  
Colleen R. O'Neal ◽  
Michal Y. Boyars ◽  
Lynsey Weston Riley
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Language Learner ◽  
Fifth Grade ◽  
Dual Language Learners ◽  
Emotional Engagement ◽  
Literacy Achievement ◽  
Short Term ◽  
Fifth Grade Students ◽  
Dual Language Learner

The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students ( n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

Moved by Reading in a Spanish-Speaking, Dual Language Learner Population

2018 ◽  
Vol 49 (3) ◽  
pp. 582-594 ◽  
Author(s):  
Ashley M. Adams ◽  
Arthur M. Glenberg ◽  
Ma Adelaida Restrepo
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Intervention Group ◽  
Language Learner ◽  
Dual Language Learners ◽  
Control Groups ◽  
Support Intervention ◽  
English Only ◽  
Improved Performance ◽  
Physical Manipulation

Purpose The aim of this study was to evaluate the effectiveness of an English-only version and a Spanish-support version of an embodied reading comprehension intervention (Moved by Reading) consisting of 3 stages (physical manipulation, imagined manipulation, and transfer) for Spanish–English dual language learners. Method Sixty-one dual language learners in Arizona were randomly assigned to 4 groups (Spanish-support control, Spanish-support intervention, English-only control, and English-only intervention). Analyses of variance were used to compare control and intervention groups and to compare groups according to the language of the intervention. Results Children in the Spanish-support intervention group significantly outperformed both control groups during the physical manipulation stage, whereas children in the English-only intervention group outperformed both control groups in the imagined manipulation stage, but there was little transfer to a new, unrelated text. Conclusions The Moved by Reading intervention, in both its English-only and Spanish-support versions, improved performance on comprehension questions, but in different stages of the intervention. The Spanish-support version of the intervention was most effective in the physical manipulation stage, whereas the English-only version was more effective in the imagined manipulation stage. Neither version was effective in producing significant transfer effects.

A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners

2018 ◽  
Vol 27 (3) ◽  
pp. 665-680 ◽  
Author(s):  
Colleen R. O'Neal ◽  
Antoinette Goldthrite ◽  
Lynsey Weston Riley ◽  
Ranga K. Atapattu
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Moderated Mediation ◽  
Dual Language Learners ◽  
Literacy Achievement ◽  
Mediation Model ◽  
Moderated Mediation Model

A preliminary study of the relationship between working memory, language experience, and grammatical skill in dual language learners

2021 ◽  
pp. 136700692110349
Author(s):  
Kimberly C Jenkins ◽  
Raquel T Anderson
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Dual Language ◽  
First Grade ◽  
Dual Language Learners ◽  
Language Experience ◽  
Short Term ◽  
The Relationship

Purpose: This study examined the relationship between verbal short-term and working memory, language experience, and English tense-marking skill in Spanish L1-English L2 dual language learners (DLLs). Methodology: Ten Spanish-English DLLs, in kindergarten and first grade, participated in the study. Children completed the Test of Early Grammatical Impairment, a narrative retell task in English, and verbal memory tasks. Parents provided information regarding language input and output in the home and school environment. Data and analysis: Correlational analyses were conducted to examine relationships between English and Spanish input/output, forward and backward digit span, assessed in English and Spanish, and the accurate and productive use of English tense morphemes in various linguistic contexts. Conclusions: Study outcomes indicated varied use of English tense morphemes among DLLs. Additionally, a strong, positive association was found between the use of a variety of distinct tense forms and verbal working memory performance. Originality: This study is the first investigation to examine verbal short-term and working memory and home language experience to advance our understanding of the specific child internal and external factors that may account for the variability in tense marking during English second language acquisition. Significance: This research provides further insight to the effects of individual differences on the acquisition of second language grammatical skill during childhood.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

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