Nuestros Niños Program: Promoting School Readiness for Dual Language Learners

The primary aims of this study were to: (1) evaluate the effectiveness of the Nuestros Niños program on the language, literacy, math, and socioemotional outcomes of Spanish-speaking English language learners during the pre-kindergarten year; (2) examine the extent to which the effects of the pre-kindergarten intervention are maintained at entry into kindergarten and 1st grade for Spanish-speaking English language learners; and (3) examine whether specific child, family, teacher, program, and professional development factors moderate the effects of the intervention on the short-term (PreK) and longer-term (K and first grade) language, literacy, math, and socioemotional outcomes of Spanish-speaking English language learners.

The Nuestros Niños intervention consists of an array of strategies that teachers use to specifically support ELL children’s development and learning in the areas of language, literacy, math, and social competence. These strategies are designed to supplement core curriculum activities and are organized to be used in two levels: classroom wide and in small groups. Teachers participate in professional development that consists of: (1) acquisition of content knowledge through a series of interactive training institutes; (2) ongoing support from a bilingual consultant to help teachers implement new instructional strategies in the classroom; and (3) opportunities for reflection and shared inquiry with other teachers through community of practice meetings.

FPG Project Staff:
Ximena Franco, Principal Investigator
Donna M. Bryant, Senior Research Scientist
Funding Agency: National Institutes of Health
Funding Period: 03/05/2009 - 02/28/2015
Award Amount: $3,369,983