Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners

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Posted on September 13, 2023 by childrenslearninginstitute


September 13, 2023


Journal of Literacy Research

CLI Author:

Gloria Yeomans-Maldonado, PhD


Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy tasks (IDELA food and animal vocabulary and personal narratives) that might leverage some eco-cultural assets of Latino children; it also examined concurrent associations between these tasks and standardized language and literacy tests. Participants were 237 Latino kindergarteners (M age = 67.22 months, SD = 4.12; 51% female). Positive associations were found between standardized tests and the IDELA food and animal vocabulary (β = 0.92–1.40; large magnitude) and personal narrative tasks (β = 0.28–0.46; medium magnitude), controlling for important covariates, including the language of administration of assessment. Further research might use these tasks as complementary assessments to gauge the impact of interventions on the language and literacy skills of Latino dual-language learners in kindergarten.


Leyva, D., Yeomans-Maldonado, G., Weiland, C., Shapiro, A., Leech, K., Pilot, I., & Wolf, S. (2023). Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners. Journal of Literacy Research, 55(3), 250-274.



At the time of publication, Gloria Yeomans-Maldonado worked for Gibson Consulting.