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Early Childhood Education Journal

, Volume 44, Issue 5, pp 453–461 | Cite as

The Feasibility and Usability of the Read it Again Dual Language and Literacy Curriculum

  • Lillian K. Durán
  • Brenda K. Gorman
  • Theresa Kohlmeier
  • Chase Callard
Article

Abstract

The purpose of this paper is to describe the components, usability, and feasibility of a new Read it Again-Dual Language curriculum (RIA-DL; Durán et al. n.d.). The RIA-DL is based on the Read it Again-PreK! (Justice and McGinty 2009) and adapted to meet the unique needs of Spanish–English bilingual preschoolers. The curriculum targets meaning-based and code-based skills including oral vocabulary, print awareness, phonological awareness, and narrative development, which support strong foundations for reading achievement (August and Shanahan 2006). Fidelity and usability data are presented, followed by discussions addressing implications for teacher implementation, dual language instruction, and continued curriculum enhancements.

Keywords

Spanish-speaking preschoolers Preschool curriculum Fidelity Bilingual education 

Supplementary material

10643_2015_729_MOESM1_ESM.docx (184 kb)
Supplementary material 1 (DOCX 183 kb)
10643_2015_729_MOESM2_ESM.docx (107 kb)
Supplementary material 2 (DOCX 107 kb)

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Lillian K. Durán
    • 1
  • Brenda K. Gorman
    • 2
  • Theresa Kohlmeier
    • 1
  • Chase Callard
    • 1
  1. 1.Utah State UniversityLoganUSA
  2. 2.Elmhurst CollegeElmhurstUSA

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