Emerging research shows there is substantial heterogeneity in the English and Spanish language and literacy proficiencies of dual language learners (DLLs) in U.S. preschools. This work is extended in this paper by examining within-group variability in 320 Spanish-English speaking DLLs' cognitive, linguistic, literacy, and mathematics skills at the end of prekindergarten (M = 5.22 years old). Using latent profile analysis (a type of mixture modeling), four profiles of DLLs were identified. Most DLLs were classified as English Dominant, followed by Balanced Average, Spanish Dominant, and Balanced Low, respectively. In general, the Balanced Average profile outperformed the other profiles in English and Spanish, and their norm-referenced standard scores provide additional evidence that bilingual development is not associated with educational risk.

新兴研究表明，美国学龄前儿童的英语和西班牙语存在很大的异质性，并且双语言学习者（DLL）的读写能力也很高。这项工作是在本文通过研究组内的变异在320西班牙语，英语的DLL的认知，语言，识字延长，数学在学前班结束技能（中号 = 5.22岁）。使用潜在的配置文件分析（一种混合建模），确定了DLL的四个配置文件。大多数DLL被分类为“英语为主”，其次分别是“平均水平”，“西班牙优先”和“平衡低”。通常，“平衡平均”配置文件优于英语和西班牙语的其他配置文件，它们的标准参考标准分数提供了额外的证据，表明双语发展与教育风险无关。