Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners

Results showed that children's balance between English and Spanish school readiness varied based on their language dominance in the fall. Significant group differences were found at the beginning and end of preschool for all measures except Spanish phonological awareness and letter-word identification. All groups made gains in a majority of measures in both languages. These results underscore the heterogeneity of this population and have implications for assessment and instruction.