Response to intervention varied individually and could not be predicted from children's Spanish language skills on the CELF-P-2¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Five children showed strong, immediate effects while three showed slower, more moderate improvements in English retelling. → Spencer et al. 2019 q2 i? English response to intervention did not correspond to preintervention Spanish norm-referenced language scores. → Spencer et al. 2019 (2)

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

q2 · i? · causal · r2

Visual analysis of the multiple-baseline data showed considerable individual differences: some children responded quickly, others took longer; all eventually exceeded a retell score of eight, and four reached scores of 15 to 18.

"Evidenced by the magnitude and immediacy of change, five of the children showed strong effects while three participants showed slower and more moderate improvements."

Spencer et al. 2019 (2)¶

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

q2 · i? · causal · r2

Comparison of CELF-P-2 Spanish standard scores with intervention response: children with lower Spanish scores (e.g., Adan and Jaden) made substantial English gains while some with average scores showed moderate gains. The authors attribute this limited relationship to possible latent bias in norm-referenced tests.

"Children’s response to intervention did not correspond to their performance on the Spanish norm-referenced language tests administered at the beginning of the study."

Discussion¶

Learner Variables¶

• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A dual language narrative intervention improved English narrative retell skills of Spanish-speaking preschool DLLs in a multiple-baseline design — related
• Dosage and preintervention language skills showed little moderation of vocabulary treatment effects — related
• Children maintained already high Spanish retelling skills during intervention, with no change in Spanish retells — related