Comprehensive Language-Intensive Research: Investigating the Effects of a Comprehensive LanguageProgram on the Emergent Literacy Skills of MigrantChildren

The primary purpose of this study was to investigatethe effects of a comprehensive language program(i.e., Stepping Stones to Literacy; Nelson, Cooper, &Gonzalez, 2004; Language For Learning; Engelmann &Osborn, 1999) on the emergent literacy skills (i.e.oral language, phonological awareness, and alphabeticrecognition) of migrant Hispanic preschool childrenwhen compared to non-migrant Hispanic peers. Resultsrevealed two findings: a) children in both themigrant and non-migrant groups evidenced moderate tolarge gains on all four emergent literacy measuresthroughout the program and b) children in the migranttreatment group did not evidence statisticallysignificant improvements in emergent literacy skillswhen compared to the non-migrant Hispanic controlgroup. Between-subjects effect sizes show a moderategain in oral language (ES=0.42) but larger gains bythe non-migrant children for the other measures ofemergent literacy (ES=-0.32 to -0.37). These findingsare not consistent with the outcomes of previousresearch assessing the effects of literacyinterventions on the emergent literacy skills ofyoung children.

Brad M. Uhing, Ph.D., is an Assistant Professor in education anda researcher. His major areas of interest include school and community-based programs andservices, assessment and treatment programs for at-risk youth, andinterventions forfamilies and their children.