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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Language and Literacy Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Teacher Education and Professional Development

Recommended Citation for Full Report

Matera, C. (2015). Incorporating scaffolded dialogic reading practice in teacher training: An opportunity to improve instruction for young dual language learners in transitional kindergarten [Education and Policy Brief No. 4]. Loyola Marymount University Center for Equity for English Learners. 10.15365/ceel.policy.4

No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten