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We examined the dimensionality of oral language in Spanish-English bilingual 6th-grade children. Research indicates that oral language in bilingual children is multidimensional (LARRC, 2015). However, dimensionality may differ by age and the measures used. Few studies have included pragmatic skills or studied the structure of oral language in Spanish-English bilingual adolescents. We conduct confirmatory factor analyses (CFAs) on a sample of 95 bilingual 6th-grade children to test oral language models with one to four (grammar, vocabulary, listening comprehension, and pragmatics) underlying factors, as well as bifactor and hierarchical models that include a general factor. In addition, we test two models with language-specific factors. Model parameters and appropriate fit statistics, including chi-square difference tests for nested models, are presented to aid in judging the adequacy of alternative models. The study is preregistered, and the data are collected and cleaned.

As Cook and Cook (2012) point out, evidence-based practices “represent practices that meet a high bar of empirical validation, but they do not trump practical wisdom and common sense when making instructional decisions” (p. 78). As educators, we are tasked with making decisions based on a body of evidence and a sound data-based decision-making process (Rowe, 2020). Teachers analyze assessment data across students to determine common themes that can be addressed using classwide versus individualized instruction. Teachers examine data from assessments (e.g., curriculum-based measures, formal assessments, informal interviews with students’ general education teachers, writing samples, and other assessment data) and find many students struggle with essential skills not addressed in the general curriculum. In the absence of published curricula to teach specific skills, teachers are left to construct their own lesson plans. Oftentimes, teachers pull from multiple sources (e.g., worksheets, teacher-made materials, materials found on the Internet). A source teachers might not often consider is the research literature itself. A single research article can be the source of one lesson or multiple lessons. A well-written research article provides all the information needed to develop core components of a lesson plan (i.e., lesson objective, setting and materials, content taught, teaching procedures, evaluation) [...]

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