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Classroom teachers deliver English large-group lessons twice weekly and, for a Tier 2 intervention, small-group lessons four days per week alternating Spanish then English. Posttest results show statistically significant group differences with moderate to large effects favoring the treatment group on English measures and on three of four Spanish measures. Benefits also appear on Spanish and English standardized norm-referenced language tests (excluding vocabulary) and on a distal language comprehension outcome.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-efficacy-of-multitiered-dual-language-instruction-promoting-preschoolers-spanish-and-english-oral-language/590860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-efficacy-of-multitiered-dual-language-instruction-promoting-preschoolers-spanish-and-english-oral-language/590860.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the study’s purpose and research focus?","Question",{"text":111,"@type":112},"To investigate how multitiered, dual-language instruction affects preschoolers’ oral language skills, including vocabulary, narrative retell, receptive/expressive language, and listening comprehension.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the dual-language intervention delivered in the classroom?",{"text":116,"@type":112},"The treatment group received English large-group lessons twice per week, and a Tier 2 small-group component four days per week with the intervention language alternating daily between Spanish and English.",{"name":118,"@type":109,"acceptedAnswer":119},"What outcomes showed statistically significant benefits for the treatment group?",{"text":120,"@type":112},"Group posttest differences favored the treatment group on English proximal measures and on three of four Spanish proximal measures, with additional advantages on standardized norm-referenced measures (except vocabulary) and on distal language comprehension.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590860,1792086980,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","AERA Open  \nJanuary-March 2020, Vol. 6, No. 1, pp. 1–16 DOI: 10. 1177/2332858419897886  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nEarly Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language  \nTrina D. Spencer   \nUniversity of South Florida  \nMeghan Moran  \nNorthern Arizona University  \nMarilyn S. Thompson  \nArizona State University  \nDouglas B. Petersen  \nBrigham Young University  \nM. Adelaida Restrepo  \nArizona State University  \nThe purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3-to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.  \nKeywords: ANOVA/MANOVA, bilingual/bicultural, early childhood, language comprehension/development, vocabulary  \nReading comprehension and academic achievement are dependent on oral language skills (Catts, Fey, Tomblin, & Zhang, 2002; Gough & Tunmer, 1986; Griffin, Hemphill, Camp, & Wolf, 2004; Storch & Whitehurst, 2002). Although interventions to promote code-related skills have proliferated, interventions to systematically teach oral language and its components, such as vocabulary, narratives, listening comprehension, and use of complex sentences (Cain & Oakhill, 2011; Elleman, Lindo, Morphy, & Compton, 2009; Mehta, Foorman, Branum-Martin, & Taylor, 2005; Verhoeven & van Leeuwe, 2008), remain largely unavailable to early-childhood educators (Zucker, Cabell, Justice, Pentimonti, & Kaderavek, 2013). Spanish-speaking children entering English-only elementary schools are in particular  \nneed of effective interventions that are strategically and intensely designed to prepare them for the academic language demands of school (Castro, Páez, Dickinson, & Frede, 2011). The purpose of this study was to examine the effect of an innovative instructional model designed specifically for young dual-language learners on children’s oral language skills preparatory to their entrance into kindergarten.  \nThe Oral Language and Literacy Connection  \nOral language is a unique and meaningful indicator of academic success (Barton-Hulsey, Sevcik, & Romski, 2017; Catts, Nielsen, Bridges, & Liu, 2016; Chaney, 1998; Clarke, Snowling, Truelove, & Hulme, 2010; Larney, 2002) .  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nSpencer et al.  \nSpecifically, vocabulary (Bleses, Makransky, Dale, Højen,& Ari, 2016; National Instit","cbCaidaTyqw7zKhO","https://ap.wps.com/l/cbCaidaTyqw7zKhO","pdf",473970,16,"English","# Early Efficacy of Multitiered Dual-Language Instruction\n## Oral Language and Literacy Connection\n## Multitiered Systems of Support","[{\"question\":\"What is the study’s purpose and research focus?\",\"answer\":\"To investigate how multitiered, dual-language instruction affects preschoolers’ oral language skills, including vocabulary, narrative retell, receptive/expressive language, and listening comprehension.\"},{\"question\":\"How was the dual-language intervention delivered in the classroom?\",\"answer\":\"The treatment group received English large-group lessons twice per week, and a Tier 2 small-group component four days per week with the intervention language alternating daily between Spanish and English.\"},{\"question\":\"What outcomes showed statistically significant benefits for the treatment group?\",\"answer\":\"Group posttest differences favored the treatment group on English proximal measures and on three of four Spanish proximal measures, with additional advantages on standardized norm-referenced measures (except vocabulary) and on distal language comprehension.\"}]","Early Efficacy of Multitiered Dual-Language Instruction - Promoting Preschoolers’ Spanish and English Oral Language | PDF",1792070596]