Hispanic Kindergarten Bilingual Students' Response to Instructional Intervention on English Oral Language and Early Literacy

• In Event: Sheraton Roundtable Session 41
  In Roundtable Session: Quantitative Approaches to Address Long-Standing Issues in Bilingual Education

Abstract

In this year-long randomized control trial (RCT), we evaluated the effectiveness of an on-going, intensive, and structured virtual professional development (VPD) accompanying science-integrated English-as-second-language (ESL) instructional intervention on 1427 Kindergarten English learners’ English language and literacy development in ten school districts in Texas. Multilevel modeling approach revealed that the intervention effect was positive and significant, reflecting a range of expressive oral vocabulary, decoding skills, and content reading, indicating the effectiveness of this intervention. We conclude that early on, well-planned, scientifically-based research in school is needed to promote the English language and literacy development and content area learning of English learners.

Authors

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University

• Shifang Tang, Texas A&M University - College Station

• Shuqiong Lin, Texas A&M University - College Station

• Zhuoying Wang, University of Texas at Austin

• Tamara Lopez, Texas A&M University - College Station