Literacy Skills and Learning Opportunities for Dual Language Learners and English-Only Students in Early Grades

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Language and Literacy Development in Multilingual Contexts

Abstract

This study examined literacy skills and classroom learning opportunities for dual language learners (DLLs) and English-only (EO) students from preschool to third grade. A total of 1,009 students (41% DLLs) were assessed on literacy skills and observed up to three times. Using the Observing Learning Opportunities for Students observation system, child-level literacy learning opportunities across instructional content, management, and context were documented. Multilevel modeling results indicated that DLLs performed similarly to EOs on code-focused skills (except in third grade), with lower semantic skills in preschool and second grade. Instructional differences were mostly grade-specific and limited. Classroom-level differences accounted for most instructional variability. Findings emphasize the importance of examining both individual skills and learning opportunities to inform equitable literacy instruction.

Authors

• Jin Kyoung Hwang, University of California - Irvine

• Ashley Sanabria, San Diego State University

• Deborah Lowe Vandell, University of California, Irvine