ABSTRACT

Spanish-English-speaking dual language learners (SE-DLLs) from low-income backgrounds are at risk for experiencing academic difficulty compared to peers of ethnic-majority, middle- and high-income backgrounds. Caregiver language input is a consistent predictor of later developmental and academic outcomes. The current study targeted caregivers (n = 9) of young SE-DLLs from low-income backgrounds in a language input intervention using a quantitative feedback device called Starling by Versame and its corresponding smartphone application that provided caregiver word counts and visual displays of caregiver input. In a multiple-baseline design, three cohorts of participating families tracked daily adult word counts. Researchers selected high-priority, 15-minute segments of interaction in naturalistic settings to characterize the intervention’s effect. Results indicated a limited effect of the Starling intervention on quantity of adult words across selected high-priority contexts in visual analysis and hierarchical linear modeling. Participants rated the intervention as socially and culturally valid. Null findings of intervention importantly contributed unique evidence about the use of technology-based, quantity-focused language input feedback and its social validity with families of Spanish-English-speaking backgrounds in low-income conditions.

摘要

与种族，中等收入和高收入背景的同龄人相比，来自低收入背景的说西班牙语的英语双语学习者（SE-DLL）面临学习困难的风险。照顾者的语言输入是以后发展和学术成果的一致预测指标。目前的研究有针对性的照顾者（ñ= 9）来自低收入背景的年轻SE-DLL，使用名为Versame的Starling定量反馈设备及其相应的智能手机应用程序进行语言输入干预，该定量反馈设备提供了照顾者的字数统计和照顾者输入的视觉显示。在多基线设计中，三个参加活动的家庭队列跟踪了成年人的每日字数统计。研究人员在自然环境中选择了高优先级的15分钟互动时间段，以表征干预措施的效果。结果表明，在视觉分析和分层线性建模中，Starling干预对选定的高优先级上下文中成人单词数量的影响有限。参加者认为干预措施在社会和文化上都是有效的。