Early childhood literacy and language programs: Supporting involvement of DLLs and their families

Authors

  • Kandia Lewis Temple University
  • Marika Ginsburg-Block University of Delaware

DOI:

https://doi.org/10.55370/hsdialog.v17i2.197

Keywords:

DLL, family involvement, early childhood, literacy, language

Abstract

The purpose of this literature review was to identify effective early childhood literacy and language programs that were developed for Dual Language Learners (DLLs), and their families, or could be adapted for this population.  A search of ERIC and PsychInfo databases from the earliest date to the spring of 2008 yielded over 300 abstracts, of which 10 programs met inclusion criteria and three of those programs including six treatment conditions were considered to have met criteria for effectiveness.  Overall these programs were found to yield significant positive effects for children’s early literacy and language outcomes at post-testing and one year follow-up.  Program effectiveness varied by time point and outcome measure.  A significant relationship was found between program duration and effectiveness at follow-up.  Program components requiring further evaluation are discussed.

Author Biographies

Kandia Lewis, Temple University

Kandia Lewis is a Research Scientist in the Department of Communication Sciences and Disorders at Temple University. She received a Ph.D in Education from the University of Delaware.

Marika Ginsburg-Block, University of Delaware

Marika Ginsburg-Block is an Associate Professor of Education
in the School Psychology Program at the University of Delaware.

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Published

2014-06-24

Issue

Vol. 17 No. 2

Section

Research Articles

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