The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California’s transitional kindergarten program
| Autor: | Iliana Brodziak de los Reyes, Burhan Ogut, Karen Manship, Heather E. Quick, Aleksandra Holod |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
education.field_of_study
Sociology and Political Science media_common.quotation_subject 05 social sciences Population 050301 education Spanish speaking Literacy Education Test (assessment) Dual language Math skills Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Psychology education 0503 education Inclusion (education) On Language 050104 developmental & child psychology media_common |
| Zdroj: | Early Childhood Research Quarterly. 52:101-111 |
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2018.06.002 |
| Popis: | The impact of California’s transitional kindergarten program on Spanish-speaking dual language learners was examined through two studies. Participants in the two studies included: (1) the statewide population of students who met study inclusion criteria (n = 45,010) and took the California English Language Development Test (CELDT), and (2) a sample of students (n = 1868) in 20 school districts. Findings indicate that TK had moderate to large effects on English proficiency; smaller but statistically significant effects on language, literacy, and math skills; and no effects on social–emotional skills or executive function. The transitional kindergarten program provides participating Spanish-speaking dual language learners with an academic advantage at kindergarten entry, as compared to Spanish-speaking dual language learners who do not attend. |
| Databáze: | OpenAIRE |
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