5 Dual Language Learners with Disabilities in Inclusive Early Elementary School Classrooms

2021 ◽  
pp. 64-89
Author(s):  
Sarah L. Alvarado ◽  
Sarah M. Salinas ◽  
Alfredo J. Artiles
Keyword(s):  
Elementary School ◽  
Language Learners ◽  
Dual Language ◽  
Dual Language Learners ◽  
Early Elementary ◽  
Early Elementary School

Contributions of Oral Narrative Skills to English Reading in Spanish–English Latino/a Dual Language Learners

2021 ◽  
pp. 1-19
Author(s):  
Becky H. Huang ◽  
Lisa M. Bedore ◽  
Rica Ramírez ◽  
Nicole Wicha
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
The United States ◽  
Home Language ◽  
Dual Language Learners ◽  
Oral Narrative ◽  
Early Elementary ◽  
Language And Literacy ◽  
Narrative Skills ◽  
English Reading

Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish–English dual language immersion programs and received language and literacy instruction in both English and Spanish. Method: All participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (number of different new words, lexical diversity [D], mean length of utterance, subordination index [SI]) using the Computerized Language ANalysis program. The narrative samples were also evaluated for macrostructures (i.e., discourse-level features) using the Narrative Scoring Scheme. Results: Grade, English D, and Spanish SI significantly predicted English reading. Grade level was the strongest predictor of the three for both decoding and comprehension. However, Spanish SI was more robust than English D for decoding whereas English D was a stronger predictor than Spanish SI for comprehension. Conclusions: Young DLL children's oral narrative skills in English as well as in their home language Spanish contributed to their English reading outcomes. The study further specified the contributions of narrative elements to different reading skills. Microstructural elements appeared to play a stronger role in English reading than macrostructural elements for DLLs in dual language programs in early elementary grades. The results provided support for the simple view of reading and the linguistic interdependence hypothesis . The results also implicated that maintaining young DLL children's home language skills may be beneficial, rather than harmful, to their English reading development.

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.

School readiness and achievement in early elementary school: Moderation by Students' temperament

2021 ◽  
Vol 74 ◽  
pp. 101265
Author(s):  
Carlos Valiente ◽  
Leah D. Doane ◽  
Sierra Clifford ◽  
Kevin J. Grimm ◽  
Kathryn Lemery-Chalfant
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
Early Elementary ◽  
Early Elementary School

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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