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Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development.

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Summary

The Better Start Literacy Approach effectively supports English Language Learners (ELL) in developing foundational literacy skills. This multi-tiered system of support (MTSS) showed ELL students catching up to their peers in key literacy areas within their first school year.

Keywords:
English language learnersLiteracyOral narrativePhonological awarenessReadingSpeech-language therapy

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Area of Science:

  • Education
  • Linguistics
  • Psychology

Background:

  • The Better Start Literacy Approach is a strengths-based, culturally responsive multi-tiered system of support (MTSS) for early literacy.
  • It is implemented in over 800 New Zealand schools, aiming to enhance literacy success for all children.
  • This study specifically examines the response of English Language Learners (ELL) to this approach during their initial year of schooling.

Purpose of the Study:

  • To evaluate the effectiveness of the Better Start Literacy Approach for children identified as English Language Learners (ELL) at school entry.
  • To compare the literacy skill development of ELL students with their non-ELL peers within the MTSS framework.
  • To identify factors influencing the literacy growth of ELL students.

Main Methods:

  • A matched control design was employed, comparing 1,853 ELL students with 1,853 non-ELL students.
  • Cohorts were matched for ethnicity, age, gender, and socioeconomic status.
  • Key literacy skills assessed included phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills.

Main Results:

  • ELL students demonstrated similar positive growth rates to non-ELL peers in phoneme awareness and early reading/spelling tasks after 10 weeks of Tier 1 (universal) teaching.
  • Predictors of growth for ELL included lower socioeconomic deprivation, greater baseline English vocabulary use, and being female.
  • Following Tier 2 (targeted) intervention, ELL students showed accelerated growth in listening comprehension and phoneme-grapheme skills, closing the gap with non-ELL peers.

Conclusions:

  • The Better Start Literacy Approach, supported by professional development for educators and specialists, is effective in developing foundational literacy for ELL students.
  • The findings highlight the significant role of speech-language therapists in collaboration with teachers within an MTSS framework to support early literacy.
  • The study provides valuable insights into ELL responses to tiered literacy interventions in their first year of school.