Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis

• Published in: Cognitive development Vol. 75; p. 101584
• Main Authors: Foster, Matthew E., López, Lisa M., Sutter, Shaunacy, Nylund-Gibson, Karen, Arch, Dina A.N.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2025
• Subjects: Bilingualism; Cognition; Dual language learners; Head Start; Latent profile analysis; Mathematics; Mixture modeling; Mixture modeling; Dual language learners; Latent profile analysis; Head Start; Mathematics; Cognition; Bilingualism
• ISSN: 0885-2014
• DOI: 10.1016/j.cogdev.2025.101584

This study examined the math and cognitive development of 243 dual language learners (DLLs) who matriculated from Head Start to kindergarten in a state in the Southeastern United States. Dual language profiles were identified using direct measures of their Spanish and English achievement, specifically, W scores from subtests of the Woodcock Johnson Tests of Achievement and the Batería Woodcock Muñoz (third editions) at the end of preschool and beginning and end of kindergarten. This study also examined contextual variables thought to contribute to profile memberships, including socioeconomic status, mother education, home language input, preschool attendance as well as teacher and classroom characteristics. The optimal solution identified three profiles, Average Achievers (n = 123), High Achievers (n = 90), and Emerging Achievers (n = 30). Learners’ W scores indicated that all subgroups improved in cognition and mathematics in English and Spanish. From among contextual variables, there was descriptive information to suggest that hours of teacher professional development for teaching DLLs and years of teacher classroom experience were highest for High Achievers followed by Average Achievers and Emerging Achievers, respectively. Profile comparisons on the covariates and the implications of the findings are discussed. •Three profiles were identified, Average, High Achievers, and Emerging Achievers.•All three profiles improved in cognition and mathematics in English and Spanish.•High bilingual cognition development coalesced with high bilingual mathematics development.•Teacher professional development and classroom experience were highest for High Achievers.