Assessment and Analysis of Receptive and Expressive English Language Development in Spanish Speaking ELLs and Native English Speakers Using the Pre-KLBA

Abstract

The purpose of this study is to examine the trends and differences in receptive and expressive English language development in native English speakers and Spanish-speaking English language learners (ELL). It also aims to analyze the relationship between auditory comprehension and narrative production skills and semantic skills and narrative production skills in native English-speakers and Spanish-speaking ELLs. Eighty-three preschool-aged children (17 Spanish-speaking ELLs and 66 Native English-speakers) were administered the Pre-Kindergarten Language Benchmark Assessment (Pre-KLBA) in Fall 2015, Winter 2016, and Spring 2016. This study utilized a three by two ANOVA to evaluate and determine: 1) If there are differences in Pre-KLBA total scores (i.e., sum of auditory comprehension, expressive categorization, and narrative scores) for Spanish-speaking ELLs and Native English speakers across fall, winter, and spring 2) If there are differences in Pre-KLBA total scores between Spanish-speaking ELLS and the native English-speakers across the fall, winter, and spring testing times 3) If there is an interaction effect between Spanish-speaking ELLs and native English speakers and the testing time (i.e., fall, winter, and spring) on the language score. Fourteen Spanish-speaking ELL Pre-K students and 14 native English-speaking children were assigned to the Spanish-speaking ELL group and the native English-speaking group, respectively, based on their native language. A contingency analysis was utilized to determine: 1) if auditory comprehension performance correlates with narrative productions and 2) if semantic skills correlates with narrative productions in Spanish-speaking ELLs and native English speakers. This study concludes that native English-speakers and Spanish-speaking ELLs both demonstrate overall language improvement, however, there continues to be a gap in performance between the groups in which native English-speakers continue to perform higher than their same-aged Spanish-speaking ELLs. Understanding Spanish-speaking ELL and native English-speaker English development can help shape assessment procedures and guide the intervention process in order to better identify ELLs and native English-speakers that are at-risk for language difficulties.

Date of Award	2018
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Angela B. Anthony (Supervisor)