Second Language Acquisition and Literacy Development in Kindergarten Students

• In Event: Furthering Language Learning Research: Key Literacy Skills and Developmental Processes

Abstract

English learners (ELs) are a growing part of the K-12 student population. Recent reviews of literature noted a crucial need for research addressing early literacy interventions for ELs starting in kindergarten (Burnett et al., 2020; Watts et al., 2019; Soland, 2019; Neuman et al., 2018; Teale et al., 2018; Phillips et al., 2017; Manship et al., 2017). Studies suggest that early differences in foundational language skills, including phonics, may be a direct precursor to the achievement gap for ELs (Neuman et al., 2018; Manship et al., 2019). The purpose of this investigation is to inform the results of the long-term integrated RULE of 3 intervention program. Results suggest ELs benefit from early literacy interventions designed to unite phonological and linguistic outcomes.

Author

• Linda Ventriglia-Navarrette, University of California - Riverside