Enhancing Writing Outcomes in Spanish/English Biliteracy Programs

Kathy Escamilla, Caitlin Fine, Susan Hopewell


This paper examines the biliterate writing growth of students participating in a one-way Spanish/English dual language program under two different conditions: biliteracy program treatment (n=38) and biliteracy program control (n=72) over two school years. Utilizing the theoretical framework of holistic biliteracy, the study utilized a longitudinal study design that examined growth in students’ writing in Spanish and English in grades 1-3 from a quantitative perspective. Results of the quantitative analysis indicated a statistically significant difference between the Literacy Squared program and control group students in Spanish/English writing outcomes.

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