Degree Granting Department
Psychological and Social Foundations
Lisa M. López, Ph.D.
Linda Raffaele Mendez, Ph.D.
Robert Dedrick, Ph.D.
bilingual, Hispanic, Latino, conceptual scoring, monolingual scoring
This paper presents a framework for literacy skill development relating to both monolingual and dual language learners. The purpose of this study was to identify the differences that may exist between monolingual and dual language learners' performance on literacy tasks, before having a significant amount of exposure to the preschool curriculum. The sample included 78 monolingual language learners and 44 dual language learners who were assessed using the Woodcock Language Proficiency Battery-Revised (WLPB-R). The researcher used scoring methods that took into consideration split vocabulary in dual language learners where a conceptual scoring technique was used (Bedore, Pena, Garcia, & Cortez, 2005). The research design employed was casual comparative where the effects of dual language learning on letter knowledge, concepts of print, vocabulary, listening comprehension, and broad language development were investigated. Findings from two Multivariate Analysis of Variances indicated that there were significant differences between monolingual and dual language learners on early language and literacy skills. This study contributes to the literature regarding dual language development and the use of appropriate scoring methods. Particularly, the outcomes from this study provide guidance regarding best practices for assessment of dual language learners to identify learning and language difficulties.
Scholar Commons Citation
Tápanes, Vanessa, "Effects of Dual Language Learning on Early Language and Literacy Skills in Low Income Preschool Students" (2007). USF Tampa Graduate Theses and Dissertations.