Effects of bilingual intervention on alphabet knowledge and emergent literacy skills

Itzel M. Galindo

Abstract

This research study explored the effects of bilingual intervention on the development of alphabet knowledge and emergent literacy skills in bilingual kindergarten students. The study consisted of 15 African- American or Hispanic participants’ ages five and six, 7 of which were part of the intervention group. The intervention group received explicit bilingual literacy instruction for six weeks. Three major findings were 1) student participants experienced increased alphabet knowledge in their first and second language 2) students demonstrated growth in emergent literacy skills in their first language and 3), the students’ first language development was not negatively affected by the bilingual intervention in the second language. The results indicate that explicit bilingual intervention is beneficial for the development of alphabet knowledge and emergent literacy skills.