Examining heterogeneity among Latino dual language learners' school readiness profiles of English and Spanish at the end of Head Start

Abstract

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.