COLLTS: A Promising Interactive Read-Aloud Intervention for Three-Year-Old Dual-Language Learners

Abstract The goal of this pilot study was to test a bilingual interactive read-aloud intervention designed develop the oral language proficiency three-year-old dual learners (DLLs). eight-week intervention—Cultivating Oral Language and Literacy Talent in Students (COLLTS)—was aligned with Head Start Early Learning Outcomes Framework consisted evidence-based instructional methods; resources for teachers students that supported enacting these professional development related methods resources; family literacy activities. Control were given same books as treatment read their but not provided all any other COLLTS resources. implemented 22 classrooms seven centers large city southern United States. Data collected assess students’ outcomes, teacher fidelity, participation. Findings indicated gains on short receptive measure instructed vocabulary, no significant differences between control DLLs measure. also significantly greater compared semantic knowledge measured by narrative retellings coded using sample analysis; high levels parent involvement satisfaction; student’s vocabulary more engaged families.