Children maintained already high Spanish retelling skills during intervention, with no change in Spanish retells¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the children demonstrated a change in Spanish retells because baseline Spanish retells were already at their developmental level. → 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

Daily Spanish NLM: Listening retell probes collected alongside English probes during baseline and intervention. Spanish retells were at developmental expectations at baseline and were maintained during intervention; Spanish data were available upon request.

"None of the children demonstrated a change in Spanish retells because during baseline all of the participants produced Spanish retells at their developmental level."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• A dual language narrative intervention improved English narrative retell skills of Spanish-speaking preschool DLLs in a multiple-baseline design — related
• Response to intervention varied individually and could not be predicted from children's Spanish language skills on the CELF-P-2 — related