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Exploring the Role of English Only E...

Vice-Reshel, Jennifer Moore,

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Exploring the Role of English Only Early Childhood Education Participation for Spanish Speaking Multilingual Learners' Long-Term Academic Outcomes /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Role of English Only Early Childhood Education Participation for Spanish Speaking Multilingual Learners' Long-Term Academic Outcomes // Jennifer Moore Vice-Reshel.
Author:	Vice-Reshel, Jennifer Moore,
Description:	1 electronic resource (222 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31297866
ISBN:	9798382774176

Exploring the Role of English Only Early Childhood Education Participation for Spanish Speaking Multilingual Learners' Long-Term Academic Outcomes /
Vice-Reshel, Jennifer Moore,

Exploring the Role of English Only Early Childhood Education Participation for Spanish Speaking Multilingual Learners' Long-Term Academic Outcomes /Jennifer Moore Vice-Reshel. - 1 electronic resource (222 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants entered a large suburban public school district in the Midwest in Kindergarten in the 2014-2015, 2015-2016 and 2016-2017 school years. In this study, 186 MLLs participated in an English Only Early Childhood Education (EO ECE) program and 173 MLLs did not participate in an EO ECE (No-EO ECE) program housed within the participating school district. Participants were assigned by the school district to a transitional bilingual or English only program of instruction with English as a second language support. This 9-year longitudinal study (each cohort over 7 years) explored MLLs' number of years in EL (English language) support from Kindergarten to Grade 7 and whether the EO ECE and No-EO ECE participants differed on their NWEA MAP Growth Reading scores at Grade 2, Grade 4, and Grade 6. Three analysis of covariance (ANCOVA) models were employed at each of the three timepoints, Grade 2, Grade 4, and Grade 6. A hierarchical linear regression model was employed to explore the role of EO ECE participation for Spanish-speaking MLLs' long-term second language acquisition outcomes at Grade 7. MLLs' sex at birth, Kindergarten English language proficiency, attendance and instructional program type in elementary school were considered. Results revealed that EO ECE participation did not significantly predict the number of years spent in the EL support program and was not significantly associated with MLLs' NWEA MAP Growth Reading scores. Additional results revealed NWEA MAP Growth Reading scores and participants' English language proficiency at Kindergarten entry were significantly associated at Grade 2 and Grade 6. Attendance significantly predicted NWEA MAP Growth Reading scores at Grade 4 and Grade 6. Program type significantly predicted MAP Growth Reading scores at Grade 4. Notably, 51% of MLLs remained in the EL support program in Grade 7. Implications, limitations, and future directions are discussed.

English

ISBN: 9798382774176Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Bilingual

Exploring the Role of English Only Early Childhood Education Participation for Spanish Speaking Multilingual Learners' Long-Term Academic Outcomes /
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520 $a The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants entered a large suburban public school district in the Midwest in Kindergarten in the 2014-2015, 2015-2016 and 2016-2017 school years. In this study, 186 MLLs participated in an English Only Early Childhood Education (EO ECE) program and 173 MLLs did not participate in an EO ECE (No-EO ECE) program housed within the participating school district. Participants were assigned by the school district to a transitional bilingual or English only program of instruction with English as a second language support. This 9-year longitudinal study (each cohort over 7 years) explored MLLs' number of years in EL (English language) support from Kindergarten to Grade 7 and whether the EO ECE and No-EO ECE participants differed on their NWEA MAP Growth Reading scores at Grade 2, Grade 4, and Grade 6. Three analysis of covariance (ANCOVA) models were employed at each of the three timepoints, Grade 2, Grade 4, and Grade 6. A hierarchical linear regression model was employed to explore the role of EO ECE participation for Spanish-speaking MLLs' long-term second language acquisition outcomes at Grade 7. MLLs' sex at birth, Kindergarten English language proficiency, attendance and instructional program type in elementary school were considered. Results revealed that EO ECE participation did not significantly predict the number of years spent in the EL support program and was not significantly associated with MLLs' NWEA MAP Growth Reading scores. Additional results revealed NWEA MAP Growth Reading scores and participants' English language proficiency at Kindergarten entry were significantly associated at Grade 2 and Grade 6. Attendance significantly predicted NWEA MAP Growth Reading scores at Grade 4 and Grade 6. Program type significantly predicted MAP Growth Reading scores at Grade 4. Notably, 51% of MLLs remained in the EL support program in Grade 7. Implications, limitations, and future directions are discussed.
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590 $a School code: 0263
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650 4 $a Educational tests & measurements. $3 3168483
650 4 $a English as a second language. $3 516208
650 4 $a Educational psychology. $3 517650
650 4 $a Early childhood education. $3 518817
653 $a Bilingual
653 $a English only
653 $a Literacy
653 $a Multilingual learners
653 $a Second language proficiency
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690 $a 0525
690 $a 0518
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710 2 $a The University of Wisconsin - Milwaukee. $b Educational Psychology. $e degree granting institution. $3 3822607
720 1 $a Stoiber, Karen C. $e degree supervisor.
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