This article summarizes the findings of a systematic review of 15 group and two single-subject experimental design studies that evaluated the effectiveness of phonological awareness interventions for dual language learners (DLL) in preschool through second grade. Studies were evaluated using a Consumer Reports-like rating system. Each study was rated on quality indicators for design characteristics, measurement and reliability, evaluation of treatment effects, and external validity. The effects of phonological awareness interventions for Latino children who are DLL in the early and primary grades are promising, although the studies’ results are tempered by conceptual limitations. Most studies demonstrated acceptable design characteristics and implementation fidelity. Few studies included measures of social validity and consumer satisfaction. Although the review did not identify a single treatment approach to be superior, preliminary evidence suggests that children can benefit from phonological awareness instruction that is explicit and allows for multiple response opportunities. The results of this review also indicate that children who are DLL benefit from bilingual phonological awareness instruction without detracting them from acquiring English phonological awareness skills.

中文翻译：

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对早期和小学拉丁裔儿童语音意识干预的系统评价

本文总结了对 15 个小组和两个单学科实验设计研究的系统评价的结果，这些研究评估了学龄前到二年级双语学习者 (DLL) 语音意识干预的有效性。使用类似于消费者报告的评级系统对研究进行了评估。每项研究都根据设计特征、测量和可靠性、治疗效果评估和外部有效性的质量指标进行评级。语音意识干预对低年级和小学 DLL 拉丁裔儿童的影响是有希望的，尽管研究结果受到概念限制的影响。大多数研究证明了可接受的设计特征和实现保真度。很少有研究包括社会效度和消费者满意度的测量。虽然该评价没有确定单一的治疗方法是优越的，但初步证据表明，儿童可以从明确的语音意识指导中受益，并允许多种反应机会。这项审查的结果还表明，DLL 儿童受益于双语语音意识教学，而不会影响他们获得英语语音意识技能。