Dual Language Intervention for Improving the Vocabulary Skills of Bilingual Kindergarteners: A Longitudinal Study

• In Event: The Development of Vocabulary and Comprehension in Spanish-Speaking English-Language Learners

Abstract

Objectives
This paper describes the implementation of an intervention designed to improve the language and literacy skills of Spanish-English bilingual kindergarten students. We focus on improving vocabulary skills, an aspect of oral language skills that has been identified as an area of weakness for young bilingual students (August & Shanahan, 2006).

Theoretical framework
This study is informed by a multidisciplinary perspective including research related to vocabulary development, research on language and literacy classroom interventions, and research on Spanish-speaking children and their families. The classroom component is informed by work on vocabulary teaching methods shown to be effective with ELL students (August et al., 2005; Calderón et al. 2005). The home intervention is informed by work on parent literacy and intervention programs (Sénéchal & Young, 2008; Jordan, Snow, & Porsche, 2000; Paratore, 2001; Rodriguez-Brown, 2003).

The intervention program differs from previous work as it connects an English-language classroom intervention to a Spanish-language home intervention. Conceptually, the interventions are linked by targeting similar language and literacy skills in the home and school environments. Practically, they are linked by using the same books in the classroom and in the home, providing maximum vocabulary exposure in both Spanish and English.

Methods
The study included eight intervention and six control classrooms with a total of 127 students and their families. Families from the intervention classrooms self-selected to participate in the home intervention resulting in three conditions: control (n=54), classroom intervention (n=36), and home-plus-classroom intervention (n=37). Participating students were followed for a delay post-assessment in first grade.

The classroom intervention consisted of 16 weeks organized around four thematic units. Weekly lessons were based on read-alouds with prompts, pre-teaching activities for academic vocabulary, structured vocabulary activities for basic words, visual and kinesthetic review of words and story content. The home intervention consisted of four sessions parallel to the classroom intervention units. Each 2-hour session included a presentation by researchers of concepts pertaining to language learning and practice engaging in literacy activities.

Data sources
Data collection included pre- and post-assessments of students’ language and literacy skills in English and Spanish, classroom observations, and teacher and parent questionnaires. Formal assessments included three waves of standardized tests and a researcher-developed measure targeting vocabulary words from the intervention. Fidelity of implementation was measured through observations during the kindergarten implementation and follow-up in first grade.

Results
Results for standardized assessments showed significant gains in English vocabulary skills for students participating in the intervention compared to the control condition. Mean analysis for the intervention vocabulary assessment indicated statistically significant differences in vocabulary depth and breadth from pre- to post-assessment that varied by group. Students participating in the combined home-plus-classroom intervention showed the largest gains. Vocabulary gains continued to be significant between intervention and control groups in first grade. Growth models will be presented for the different groups.

Significance
This study adds to the body of research on effective vocabulary instructional practices and demonstrates the potential for combining efforts in schools and at home to improve the vocabulary skills of young Spanish-English bilingual children.

Authors

• Mariela M. Paez, Boston College

• Lianna Pizzo, Boston College

• Kavita Venkatesh, Boston College