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

Autor/inn/en	Hur, Jin Hee; Snyder, Patricia; Reichow, Brian
Titel	Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 1, S.6-23 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419894623
Schlagwörter	Early Intervention; Bilingualism; English Language Learners; Literacy; English (Second Language); Second Language Learning; Databases; Literacy Education; Language Usage; Native Language; Monolingualism; Teaching Methods; Authors; Research Reports; At Risk Students; Delayed Speech; Disabilities; Preschool Children; Outcomes of Education; Family Environment; Meta Analysis + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Datenbank; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Author; Autor; Autorin; Research report; Forschungsbericht; Sprachverzögerung; Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Familienmilieu; Meta-analysis; Metaanalyse
Abstract	Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01