[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590232-105":59,"doc-detail-590232-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","does-early-elementary-dual-language-instruction-deliver-as-promised","Does Early Elementary Dual Language Instruction Deliver as Promised?","","Utilizing Utah state data, this study examines associations between language program types—dual language instruction (DLI), sheltered instruction (SEI), and English as a second language (ESL)—and first- to third-grade basic literacy outcomes for Spanish-speaking English learners in the United States. Propensity score matching generates comparable groups using child and family factors, including DIBELS benchmarks, demographics, special education, and income. Regression results show small effect-size trends favoring DLI, though differences are not statistically significant. Findings inform policy and practice for bilingual education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/does-early-elementary-dual-language-instruction-deliver-as-promised/590232/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/does-early-elementary-dual-language-instruction-deliver-as-promised/590232.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What language program types are compared in the study?","Question",{"text":112,"@type":113},"The study compares dual language instruction (DLI), sheltered instruction (SEI), and English as a second language (ESL). It focuses on outcomes for Spanish-speaking English learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study handle differences between student groups?",{"text":117,"@type":113},"It uses propensity score matching to create matched samples based on child and family factors associated with early literacy, including child demographics, special education status, DIBELS benchmarks, and family income and parental language.",{"name":119,"@type":110,"acceptedAnswer":120},"Do DLI programs show better literacy outcomes than SEI or ESL?",{"text":121,"@type":113},"Results indicate small trends in favor of DLI based on effect sizes, but the differences are not statistically significant. The study therefore does not find clear statistically reliable advantages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590232,1792191639,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No.1, pp. 1–14 DOI: 10. 1177/23328584241264513  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDoes Early Elementary Dual Language Instruction Deliver as  \nPromised?  \nNatalia Palacios  \nUniversity of Virginia  \nNatalie L. Bohlmann  \nInteractions Matter, LLC  \nBethany A. Bell  \nMin Hyun Oh  \nYitong Yue  \nUniversity of Virginia  \nUtilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and thirdgrade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.  \nKeywords: English learners, basic literacy, dual language, DLI, SEI, ESL  \nThe aim of this study is to identify the type of language programs associated with the early literacy of Spanish-speaking English learners (ELs) in the United States. There are a variety of language program types available to ELs that range from bilingual models to fully English-only models—a range that includes, but is not limited to, dual language immersion (DLI), transitional bilingual education (TBE), heritage language support, sheltered English instruction (SEI), full immersion, partial immersion, and English as a Second Language (ESL) (U.S. Department of Education, 2012) . Evidence that these programs support the academic achievement ofELs, specifically of Spanish-speaking ELs, is mixed at best (Garcia, 2018; Marian et al., 2013; National Academies of Science, Engineering, and Medicine, 2017; Slavin et al., 2011; Steele et al., 2017; Umansky et al., 2016; Valentino & Reardon, 2015; Watzinger-Tharp et al., 2018). Unfortunately, given the variability of samples, methods, and contexts ofthe research examining these effects, it is challenging to determine if the mixed evidence is due to methodological variability or substantive differences in program effects.  \nTo examine the relation between the types of language programs ELs receive and their literacy outcomes, we focus on Spanish-speaking ELs, given the significant size of this population of students in the United States (U.S. Department of Education, n.d.) . In particular, we center our investigation on Utah and its three most common language program types for Spanish-speaking ELs: DLI, SEI, and ESL. Utah is also one of the first states to systematically offer DLI instruction, which is thought to benefit ELs by leveraging students’home language (e.g., Spanish, Chinese) and the language ofinstruction (i.e., English in the United States) to support long-term learning, alongside other language programs for ELs (i.e., SEI and ESL) .  \nHence, state-level data from the state of Utah allows us to explore the following research question: Among students identified as Spanish-speaking ELs, are there differences in third-grade basic early literacy skills by language program (DLI vs. SEI; DLI vs. ESL; SEI vs. ESL)? In the following sections, we (a) describe the educational co","cbCairwtlV8YcYXi","https://ap.wps.com/l/cbCairwtlV8YcYXi","pdf",568609,14,"English","# Background and Research Aim\n## Language program types and prior evidence\n# Study Design and Methods\n## Propensity score matching and matched samples\n## Regression comparison of literacy outcomes\n# Context: Utah Case Study\n## Demographic characteristics and DLI expansion\n# Research Question and Study Sections\n## Comparing DLI, SEI, and ESL effects","[{\"question\":\"What language program types are compared in the study?\",\"answer\":\"The study compares dual language instruction (DLI), sheltered instruction (SEI), and English as a second language (ESL). It focuses on outcomes for Spanish-speaking English learners.\"},{\"question\":\"How does the study handle differences between student groups?\",\"answer\":\"It uses propensity score matching to create matched samples based on child and family factors associated with early literacy, including child demographics, special education status, DIBELS benchmarks, and family income and parental language.\"},{\"question\":\"Do DLI programs show better literacy outcomes than SEI or ESL?\",\"answer\":\"Results indicate small trends in favor of DLI based on effect sizes, but the differences are not statistically significant. The study therefore does not find clear statistically reliable advantages.\"}]","Does Early Elementary Dual Language Instruction Deliver as Promised? | PDF",1792069132,35]