Support language development in both languages during preschool since growth in either language supports reading in both¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that preschool programs support language development in both of a bilingual child's languages rather than immersing children solely in English. It states that "it is also critical to support language development in both languages since children's growing proficiency in each language not only supports language acquisition in bilingual children, but also supports their reading development in a second language as demonstrated in this study." High-quality language interventions targeting children's underlying proficiencies in each language could change developmental trajectories and positively impact later reading outcomes.

Design Implications¶

Context¶

Requirements¶

• Programs must target children's progress in acquiring language rather than performance measured at a single time point

Constraints¶

• The article notes many current Head Start programs immerse children in English-language classrooms upon entry, and that research is needed to determine which program models work for which children

Target Learners¶

• bilingual preschool children from low-socioeconomic backgrounds in Head Start programs

Target Learning Goals¶

• language growth in both languages that supports first-grade reading in either language

Affordances¶

• Common Underlying Proficiency Cup Model

Related Strategies¶

Examples¶

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Key Sources¶

• Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R. (2011). Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children. Journal of Communication Disorders. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3138808/