John M. Goodrich|Christopher J. Lonigan|Jo Ann M. Farver
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Florida State University|Florida State University|University of Southern California
spanishspeaking languageminority lm children elevated risk struggling academically display signs risk early childhood therefore highquality research needed identify instructional techniques promote school readiness spanishspeaking lm children primary purpose study evaluate effectiveness intervention utilized experimental curriculum two professional development models development english spanish early literacy skills among lm children also evaluated whether lm childrens proficiency one language moderated effect intervention early literacy skills language well whether intervention differentially effective lm monolingual englishspeaking children five hundred twentysix spanishspeaking lm children 447 monolingual englishspeaking children enrolled 26 preschool centers los angeles ca participated study results indicated intervention effective improving lm childrens coderelated languagerelated english early literacy skills effects intervention childrens spanish early literacy skills proficiency spanish moderate effect intervention english early literacy outcomes however proficiency english significantly moderated effect intervention spanish oral language skills effect intervention stronger children higher proficiency english children lower proficiency english general differential effects intervention lm monolingual children taken together findings indicate highquality evidencebased instruction improve early literacy skills lm children instructional techniques effective enhancing early literacy skills lm monolingual children