This randomized control trial evaluated the feasibility and promise of a Spanish supplemental curriculum when delivered in small-group settings to pre-kindergarten (pre-k) children who qualified for Tier 2 support. The program focused on Spanish academic language development using shared book reading and extension activities. All 30 classrooms served Spanish-speaking students within a dual language Spanish/English model. The 167 participating students were eligible for Tier 2 support based on scores below benchmark on their district’s screening and progress monitoring measures. Classroom teachers provided about 15 h of Tier 2 intervention across an 11-week period. Results showed effects on proximal outcomes, but not distal, standardized measures. Specifically, children in Tier 2 intervention groups learned explicitly taught academic vocabulary words (d = .50), but there were no group differences for untaught words exposed within the shared reading texts. Classroom teachers were able to implement the Tier 2 intervention with fidelity and reported high satisfaction with the approach. These findings suggest the promise of small-group instruction for targeting higher level, academic language with pre-k children demonstrating risk.

这项随机对照试验评估了以小组形式向有资格获得2级支持的学前班（学前班）儿童提供西班牙语补充课程的可行性和前景。该计划着重于通过共享阅读和扩展活动来发展西班牙学术语言的能力。在西班牙语/英语两种语言模式下，所有30间教室均为讲西班牙语的学生提供服务。167名参与计划的学生有资格获得第二级支持，其所在地区的筛选和进度监控措施得分低于基准。在11周的时间里，课堂老师提供了大约15个小时的方法2干预。结果显示对近端结局有影响，但对远端标准化措施无影响。特别，在第2层干预小组中，儿童学习了明确的教学词汇（d = .50），但是在共享阅读课本中暴露的未使用词没有小组差异。课堂老师能够忠实地实施Tier 2干预措施，并表示对该方法非常满意。这些发现表明，小班教学有望针对学前儿童表现出风险的更高水平的学术语言。