Development of a Dual Language Narrative Curriculum

Project: Research project

Project Details

Description

PROPOSAL ABSTRACT Development of a Dual Language Narrative Curriculum CFDA 84.305A: Early Learning Programs and Policies Goal 2: Development and Innovation Oral language skills are essential for reading comprehension and academic success. Young Spanish-speaking English learners, with limited English language, are at risk for academic failure. These English learners can have greater school success through early and intensive language promotion that fosters English language development while building upon a Spanish language foundation. The long term goal is to promote academic success among Spanishspeaking English leaners and to foster bilingualism. The current objective is to develop a dual language narrative intervention program, complete with training materials, extension vocabulary activities, and progress monitoring tools, with maximum feasibility in Head Start classrooms. The proposed narrative intervention curriculum will extend an English-only program called Story Champs to enhance its potential with preschool age Spanish-speaking English learners. The current Story Champs contains 12 lessons with procedures for whole class, small group (tier 2), and individual intervention (tier 3). Story Champs is designed for early childhood Response to Intervention (RTI) systems and contextualizes language intervention in authentic, motivating, and personally relevant storytelling activities. The development of the Dual Language Story Champs will involve revising the current 12 lessons and creating additional lessons to produce a complete curriculum with 36 Spanish/English lessons for use in small group (tier 2) and individual (tier 3) intervention. Dual Language Story Champs will be delivered by bilingual Head Start teachers and/or teaching assistants in Head Start preschools in northern Arizona. Through an iterative development process in collaboration with the Head Start end users, the usability and feasibility of the intervention curriculum, companion training materials and Spanish narrative assessment will be investigated. Developments and revisions of all components including curriculum, extension activities, and training will be based on results of multiple baseline design studies (Years 1 and 2) with small groups of children and teachers. In Year 3, the effects of the completed curriculum will be examined using a clustered randomized group design with 12 treatment and 12 comparison classrooms. Proximal narrative and vocabulary assessments, as well as norm-referenced measures of language and vocabulary will provide information on child effects. Teachers will provide information regarding intervention usage, acceptability, and feasibility. Hierarchical linear modeling (HLM) will be used to test the effects of the curriculum and to identify possible predictor and moderator variables. We anticipate that this development and innovation project will yield a completed dual language narrative intervention curriculum that is feasible in Head Start classrooms with promising pilot data as a basis for a subsequent efficacy study.
StatusFinished
Effective start/end date8/1/147/31/17

Funding

  • DOEd: Institute of Education Sciences (IES): $301,016.00

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