Impact of School-Based, Linguistically Relevant Literacy Interventions for Spanish-English Bilingual Students

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  • August 10, 2020
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  • Carter, Chelsea
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Speech and Hearing Sciences
  • Herring, Camille
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Speech and Hearing Sciences
Abstract
  • In the fall of 2015, the National Center for Education Statistics reported 9.5% or 4.8 million students were English Language Learners (ELLs) (“The Condition of Education,” 2018).  ELLs often face challenges in school when accessing an English only curriculum. Researchers in education believe that early literacy instruction can mitigate academic disparities (Baker et al., 2012, p. 738); however, there needs to be more research on whether the instruction should be provided in the child’s native language or in English (p. 738).  There were two methods of literacy intervention for ELLs in this systematic review: sequential intervention and paired intervention. Sequential intervention provides intervention in the student’s native language before transitioning to English. Meanwhile, paired intervention provides intervention in English and Spanish. 
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  • University of North Carolina at Chapel Hill. Department of Allied Health Sciences. Division of Speech and Hearing Sciences. Student Research Day (11th: 2019: Chapel Hill, NC)
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