Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children

Resource Type: Reports & Papers
Author(s): Goodrich, J. Marc; Lonigan, Christopher J.; Farver, Jo Ann M.;
Date Issued: Q3 2017
Description: Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual children. (author abstract)
show entire record ↓
Funder(s): National Science Foundation (U.S.) ; National Institute of Child Health and Human Development (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 40
Issue Number:
Page Range: 13-24
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
States: CALIFORNIA
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Preschool Comprehensive Test of Phonological and Print Processing Instruments
Preschool Language Scale (4th ed.) Instruments




Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program Reports & Papers
The role of access to Head Start and quality ratings for Spanish-speaking Dual Language Learners' (DLLs) participation in early childhood education Reports & Papers
The impact of HeadsUp! Reading on early educators' literacy practices and preschool children's literacy skills Reports & Papers
Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer Reports & Papers
Development of early English language and literacy skills among Spanish-speaking children: does preschool make a difference? Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.