Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

Hur, Jin Hee; Snyder, Patricia; Reichow, Brian

doi:10.1177/0271121419894623

Cited by 22 publications

(19 citation statements)

References 55 publications

(163 reference statements)

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“…In contrast, in the orthography and linguistic knowledge tasks, major differences were found. Similar findings were found in other studies in which bilingual children have lower early literacy skills than monolingual children ( Hur et al, 2020 ). These findings suggest that some abilities probably develop in same way in all children (phonological awareness), whether bilingual or monolingual.…”

Section: Discussionsupporting

confidence: 91%

“…Bilingual children often have difficulty acquiring early literacy skills compared to their monolingual peers ( Hur et al, 2020 ). They often show lower achievement in school compared to their monolingual peers, which may result from the fact that the instruction at school occurs in a different language to which they speak at home.…”

Section: Introductionmentioning

confidence: 99%

“…A study that examined early literacy skills among monolingual (English) and bilingual children in preschool found an improvement in early English literacy skills among bilinguals who took part in a language intervention program, which focused on vocabulary enrichment. The researchers conclude that it is important to address the unique characteristics of each child (e.g., language proficiency and language exposure), in order to promote each child’s ability and strengthen their weakness ( Hur et al, 2020 ). The literature also shows that the phonological processing skill that underlies reading development does not depend on the specific language that bilingual children speak ( Leikin et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

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Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Bar

Shaul

2021

Front. Psychol.

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Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Bar

Shaul

2021

Front. Psychol.

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“…However, this provides some statistical evidence that aligns with our common-sense conclusion that the study likely had too few subjects to detect anything but very large effect sizes. A comparison to other reading comprehension strategy interventions suggests that the treatment effect size is in the expected range for effective interventions (Hur et al, 2020;Melby-Lervåg & Lervåg, 2014;Suggate, 2016) and would be considered a moderately strong effect for educational interventions (Kraft, 2020).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills

Adams

Restrepo

Walker

et al. 2022

J Speech Lang Hear Res

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Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. Method: Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests–Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. Results: Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. Conclusions: The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.

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“…As more bilingual or dual language learning (DLL) children enter school, it is crucial for early childhood practitioners to know how to best support their academic and linguistic growth (Zepeda et al, 2011). Fortunately, the number of research studies including children who speak languages other than (or in addition to) English has also grown in the last decade (e.g., Hur et al, 2020; Lund et al, 2017).…”

mentioning

confidence: 99%

Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

Soto-Boykin

Larson

Olszewski

et al. 2021

Topics in Early Childhood Special Education

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Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

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Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

Cited by 22 publications

References 55 publications

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills

Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

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