A dual language narrative intervention improved English narrative retell skills of Spanish-speaking preschool DLLs in a multiple-baseline design¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2019 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Following onset of small-group dual language intervention, children showed clear improvements in English retell scores across three staggered groups, establishing a functional relation. → Spencer et al. 2019
Evidence¶
Spencer et al. 2019¶
Trina D. Spencer, Douglas B. Petersen, M. Adelaida Restrepo, Marilyn Thompson, and Maria Nelly Gutierrez Arvizu. (2019). The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121418779439
q3 · i? · causal · r1
Single-case multiple-baseline design across three Head Start groups of eight preschool DLLs, with daily English and Spanish retell probes four days a week. Visual analysis showed clear trend and level changes in English retells after intervention onset; the authors conclude the findings are "adequate to establish a functional relation."
"Following the onset of small group intervention, Eddy, Yolanda, Juan, Adan, and Jaden showed clear trend changes. Once intervention began, Eddy showed a quick level change as well as a stably ascending pattern of responding."
Discussion¶
Learner Variables¶
- Oral Language — outcome: instruction changes it
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Response to intervention varied individually and could not be predicted from children's Spanish language skills on the CELF-P-2 — related
- Children maintained already high Spanish retelling skills during intervention, with no change in Spanish retells — related
- Dual language narrative intervention produced a large English vocabulary gain (d = .98) but only a small Spanish vocabulary gain (d = .34) — related
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