Instructional Intervention and Kindergarten Bilingual Students' English Achievement: A Randomized Controlled Trial in School

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Investigating Literacy Outcomes

Abstract

In this year-long randomized controlled 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 among 1,439 Kindergarten English learners’ English language and literacy development from 45 schools in Texas. Multilevel modeling approach revealed that the intervention effect was positive and significant, reflecting a range of expressive and receptive language skills, verbal reasoning, lexical knowledge, and meaningful memory, indicating the effectiveness of this intervention. We conclude that early on, well-planned, and scientifically-based research in school is needed to promote the English language and literacy development and content area learning of English learners.

Authors

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

• Rafael Lara-Alecio, Texas A&M University

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

• Cindy Lynn Guerrero, Texas A&M University

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

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

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

• Yue Min, Texas A&M University - College Station