Effects of Probe Language: Monitoring Progress of Bilingual Students' Early Literacy in Spanish and English

• In Event: Bilingual Aspects in Special Education

Abstract

While the benefits of using curriculum-based measurement are widely accepted, the best way to use early literacy probes for monitoring the progress of emerging bilingual students is unclear. Researchers explored whether probe language is significant in measuring progress on letter sound fluency (LSF) across kindergarten for emerging bilingual students. A longitudinal design was used to measure Spanish-speakers’ (N=100) early literacy skills across kindergarten. Stratified purposive sampling was used to oversample students at-risk for reading difficulties (n=90), for whom probes are most essential. Probe language (English versus Spanish) will be tested as a moderator for measurement of LSF growth via multivariate multilevel modeling. Results are discussed in terms of implications for early intervention progress monitoring, as well as future research.

Authors

• Veronica Mellado De La Cruz, Southern Methodist University

• Stephanie Al Otaiba, Southern Methodist University

• Brenna Rivas, Southern Methodist University

• Nathan H. Clemens, Texas A&M University