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; Duran 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.
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