Rigor and Equity for English Learners in Transitional Kindergarten

• In Event: Early Literacy Across Contexts

Abstract

There is a critical need for research on rigorous early literacy interventions designed to address opportunity gaps for English learners (ELs) from low-income families. In this study, four public elementary schools, each with a transitional kindergarten classroom (a grade in California between preschool and kindergarten) and high percentages of ELs, were randomly assigned to implement a universal, year-long early literacy and language intervention, the RULE of 3, or instruction-as-usual. Results indicated that students in the RULE of 3 classrooms acquired language and literacy skills at a much higher level than students in the control classrooms (η2 = .66). Our findings suggest ELs in transitional kindergarten can benefit from early, rigorous language and literacy instruction.

Author

• Linda Ventriglia-Navarrette, University of California - Riverside
  Presenting Author