In 2019, COLLTS was used in treatment classrooms to support Dual language learners’ (DLLs’) oral language development. The intervention consisted of teacher professional development; curricular materials that guided teachers in principles of effective instruction; interactive book reading, in which children are exposed to language-rich settings; and targeted skills instruction to build foundational literacy skills.
- Children who participated in the intervention showed significantly larger gains than children in control classrooms in three domains of oral language. These domains have consistently been shown to be developmentally sensitive and positively related to the bilingual reading achievement of DLLs.
- The study demonstrates that an intervention can be easily integrated into preschool programming and result in significant improvements in children’s oral language, compared with children in control classrooms whose teachers did not receive COLLTS instructional resource and training.
Learn more about the pilot and study findings here.
Watch the Webinar about Research findings here.
