Efficacy of Multitiered Dual Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

Principal Investigator(s):  View help for Principal Investigator(s) Trina Spencer, University of South Florida; Meghan Moran, Northern Arizona University; Marilyn Thompson, Arizona State University; Douglas Petersen, Brigham Young University; M. Adelaida Restrepo, Arizona State University

Version:  View help for Version V1

Name File Type Size Last Modified
PdC-Efficacy-Analysis-data.sav application/x-spss-sav 24.1 KB 12/20/2019 02:46:AM
PdC-Efficacy-Analysis-syntax.sps text/x-spss-syntax 29.1 KB 12/20/2019 02:46:AM
PdC-Efficacy-Effect-Size-Computation-syntax.sps text/x-spss-syntax 1.3 KB 12/20/2019 03:43:AM
PdC-Efficacy-Effect-Size-Computation.sav application/x-spss-sav 6.9 KB 12/20/2019 02:46:AM
Readme-File-for-AERA-Open.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 15.8 KB 12/20/2019 04:34:AM

Project Citation: 

Spencer, Trina, Moran, Meghan, Thompson, Marilyn, Petersen, Douglas, and Restrepo, M. Adelaida. Efficacy of Multitiered Dual Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-12-20. https://doi.org/10.3886/E116885V1

Project Description

Summary:  View help for Summary The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. Participants were 3-5 year old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large group lessons in English to the whole class twice per week. For a Tier 2 intervention, teachers delivered small group lessons four days a week, alternating the language of intervention daily (Spanish, then English). Group post-test differences were statistically significant with moderate to large effect sizes favoring the treatment group on all English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary), and a distal measure of language comprehension.
Funding Sources:  View help for Funding Sources United States Department of Education. Institute of Education Sciences (R305A140093)

Scope of Project

Subject Terms:  View help for Subject Terms dual language intervention; multi-tiered instruction; narrative language
Geographic Coverage:  View help for Geographic Coverage Arizona
Time Period(s):  View help for Time Period(s) 8/1/2016 – 5/31/2017 (2016-2017 School Year)
Universe:  View help for Universe Children learning two languages in preschool and whose home language is Spanish.
Data Type(s):  View help for Data Type(s) audio: sound data; experimental data; observational data; survey data


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V1 [2019-12-20]

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