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Assessment considerations for young English language learners across different levels of accountability A discussion of considerations and recommendations for assessing young English language learners in programs with different levels of accountability and an overview of current assessment measurements and strategies for English language learners |
Other
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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ELL preschoolers' English vocabulary acquisition from storybook reading A study of the effect of the provision of rich definitions of inserted targeted vocabulary during storybook reading on preschooler English Language Learners' English vocabulary acquisition within a sample of 80 4- and 5-year-old children of immigrants whose native language is Portugese in 6 preschool classrooms |
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Supporting teachers in assessing the language and literacy skills of preschool English language learners An 8 week action research project to pilot the Desired Results Developmental Profile-Revised 2 (DRDP-R2) assessment as a measure of the development and improvement of language skills of 212 preschool and kindergarten children, predominantly English language learners, based on field notes, document analysis, classroom observations and interviews with administrators, teachers, and experts |
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Early literacy for English language learners An overview of research on language and literacy development in young English language learners (ELLs), and a discussion of effective classroom strategies to nurture bilingualism in young children who speak languages other than English at home |
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Social-emotional development in dual language learners: Annotated bibliographies from a critical review of the research An annotated bibliography of 13 peer-reviewed studies published from 2000 through 2010 on the socioemotional development of dual language learners from birth through age 5 |
Fact Sheets & Briefs
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Recommendations for working effectively with dual language learners and their families Recommendations of best practices for early childhood programs to support dual language learners (DLL), based on findings from a needs assessment of DLL in Head Start programs in Missouri |
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Examining the use of language and literacy assessments with young dual language learners: Final report A review of the procedures used to assess the language and literacy development of young dual language learners, and an examination of the reliability and validity of the assessments, based on 79 studies from Canada and the United States |
Literature Review
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Effects of a professional development program on classroom practices and outcomes for Latino dual language learners A randomized, controlled study on the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish for 55 teachers and 193 Latino dual language learners enrolled in the North Carolina More at Four Pre-Kindergarten Program |
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Defining and measuring quality in early childhood practices that promote dual language learners' development and learning A discussion of elements of high quality early childhood education and care programs for dual language learners (DLLs), and an exploration of available quality measurement tools for the assessment of programs and practices to promote learning of DLLs |
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Developmental assessment of young dual language learners with a focus on kindergarten entry assessment: Implications for state policies A discussion of considerations for the selection and use of state kindergarten entry assessments with the dual language learner population |
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Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities A description and evaluation of the implementation of the Early Authors Program (EAP), an early language intervention designed to aid in the development of emergent literacy skills of bilingual preschool children at risk for learning disabilities |
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Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners A discussion of the implications of the findings of National Early Literacy Panel for the early education of children who are dual language learners |
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High quality early education for young dual language learners: What can be done? An overview of the characteristics and development of young dual language learners, with a discussion of early learning standards and educational practices to support them |
Fact Sheets & Briefs
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Report to Congress on dual language learners in Head Start and Early Head Start programs A study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
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A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners A comparison between dual language and monolingual English learners' knowledge of vocabulary and level of general vocabulary knowledge, based on data from 238 children in preschools in a metropolitan area of the northeastern United States |
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Report to Congress on dual language learners in Head Start and Early Head Start programs: Appendix: Tables Supplemental tables from a study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
Other
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Who will teach our children?: Building a qualified early childhood workforce to teach English-language learners A study of the education, certifications, and professional development interests of teachers in state-funded early childhood programs in Illinois with regards to increasing demands and mandates for the provision of services to English language learners, based on survey responses from 307 program staff members |
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Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods An investigation of the effect of the Literacy Express Preschool Curriculum on the acquisition of emergent literacy skills by Spanish-speaking preschool children, based on a study of three groups of English language learners (ELL) from 10 Head Start classrooms in California where 32 children received the regular curriculum, 31 children received the intervention in English-only, and 31 children received the intervention in Spanish transitioning to English |
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Effectively educating prek-3rd English language learners (ELLs) in Montgomery County Public Schools: A FCD case study A discussion of lessons for improving English language learner student achievement based on efforts to coordinate and integrate early and elementary education in Montgomery County Public Schools, Maryland |
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Unique effects of a family literacy program on the early reading development of English language learners A study of the impact of the Family Literacy lunch time intervention on the early English reading development of speakers of English as a first language and English language learners, based on a linguistically and culturally diverse sample of 132 kindergarten children and their parents in Canada |
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The promise of prek-3rd: Promoting academic excellence for dual language learners in Red Bank public schools: FCD case study A discussion of a prekindergarten through third grade education model in Red Bank, New Jersey, with a focus on addressing the needs of young dual language learners |
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Exploration of how Spanish and English noneliciting questions affect the novel vocabulary acquisition of Hispanic dual language learners enrolled in Head Start A study of the extent to which both Spanish and English non-eliciting questions and noneliciting labels differentially impact upon novel vocabulary acquisition of dual language learning children, based on data from 54 children enrolled in dual language-learning, English-Spanish, Head Start classrooms |
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Teachers, families, and communities supporting English language learners in inclusive pre-kindergartens: An evaluation of a professional development model An examination of teachers' self-assessments of their beliefs and practices in the support of English language learners and their families in their inclusive pre-kindergartens after three interactive training sessions and on-site classroom coaching visits with 24 teachers and 24 teacher assistants |
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A case study examination of culturally relevant pedagogical practices for English-language learners in a pre-kindergarten classroom setting A qualitative study of culturally relevant pedagogy (CRP) in a prekindergarten classroom for English-language learners and an investigation of the ways 2 teachers promote academic success, cultural competence and critical consciousness, based on documentation from and observations of a classroom in Georgia |
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