Learning and education · 1 min read
With PASSI, the initial gap between bilingual and monolingual households was no longer detectable
Scores increased with the program; no improvement was seen with usual instruction. The initial gap was no longer detectable only with the 30-week program.
The study, in plain language
Before writing words, children can represent what they know with drawings, marks, and symbols. The PASSI program offered practice in this skill at five kindergartens in Tuscany, with 12- or 30-week versions and a usual-instruction comparison. Classes were randomly assigned to the three options.
Scores on representation increased for both bilingual and monolingual children with the program, in both versions. No improvement was detected for either group with usual instruction, which was the smaller group. Bilingual children started lower: that difference was no longer detectable with the 30-week program, but remained with the 12-week program and usual instruction. The authors say it remains to be seen whether the effects last.
The key idea
With the program, scores increased and, after 30 weeks, the initial difference between bilingual and monolingual children was no longer detectable; it remained with usual instruction.
Something to think about
Long before writing, a child can make a mark that means something. If you see the drawings of someone who cannot yet write, ask what they wanted to record.
The original study
Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
Source under CC BY 4.0. English adaptation and explanation by PaperFlow, with AI assistance. The text has been reorganized for a general audience; it is not the complete paper and does not imply endorsement by its authors.
One study alone does not represent a field's consensus. Educational content does not replace professional advice. Report a possible error.