Read It Again-DL: Promoting Early Language and Literacy of Dual Language Learners
Class
Article
Department
School of Teacher Education and Leadership
Faculty Mentor
Lillian Duran
Presentation Type
Oral Presentation
Abstract
Given the strong correlations between early literacy and language and reading achievement (e.g., Dickinson & Tabors, 2001; Snow, Burns, & Griffin, 1998), there is great need for evidence-based early childhood interventions that can enhance the early literacy development of Spanish-speaking children in the United States. In spite of this need there are only a few early literacy curricula available in Spanish (i.e., Estrellita, Literacy Express, Opening the World of Learning) with little evidence of their efficacy. Teachers are most often left to use English curriculum with little professional knowledge about appropriate adaptations for DLLs. Additionally, to date no early literacy curriculum has been developed specifically for dual language learners that is designed to capitalize on the abilities a bilingual child may have in each language. This presentation will describe the development of a dual language version of the Read it Again Pre-K! curriculum (Justice & McGinty, 2009). In this session participants will learn how this curriculum has been adapted for young Spanish-English bilinguals and through discussion participants will understand: 1.The features of bilingual development to consider in instruction. 2.The importance of supporting dual language development in bilingual children. 3.The need for curricula that specifically address the unique features of dual language acquisition. 4.Recommended practices for early literacy instruction with Spanish-English speaking preschoolers. 5. Concrete strategies for literacy and language intervention in both predominantly English and dual language environments (Spanish-English).
Start Date
4-9-2015 4:00 PM
Read It Again-DL: Promoting Early Language and Literacy of Dual Language Learners
Given the strong correlations between early literacy and language and reading achievement (e.g., Dickinson & Tabors, 2001; Snow, Burns, & Griffin, 1998), there is great need for evidence-based early childhood interventions that can enhance the early literacy development of Spanish-speaking children in the United States. In spite of this need there are only a few early literacy curricula available in Spanish (i.e., Estrellita, Literacy Express, Opening the World of Learning) with little evidence of their efficacy. Teachers are most often left to use English curriculum with little professional knowledge about appropriate adaptations for DLLs. Additionally, to date no early literacy curriculum has been developed specifically for dual language learners that is designed to capitalize on the abilities a bilingual child may have in each language. This presentation will describe the development of a dual language version of the Read it Again Pre-K! curriculum (Justice & McGinty, 2009). In this session participants will learn how this curriculum has been adapted for young Spanish-English bilinguals and through discussion participants will understand: 1.The features of bilingual development to consider in instruction. 2.The importance of supporting dual language development in bilingual children. 3.The need for curricula that specifically address the unique features of dual language acquisition. 4.Recommended practices for early literacy instruction with Spanish-English speaking preschoolers. 5. Concrete strategies for literacy and language intervention in both predominantly English and dual language environments (Spanish-English).