Shen, YeWang, RuiZhang, FanBarbieri, Christina AreizagaPasquarella, Adrian2022-06-232022-06-232022-05-30Ye Shen, Rui Wang, Fan Zhang, Christina Areizaga Barbieri & Adrian Pasquarella (2022) The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2022.20793731747-7522https://udspace.udel.edu/handle/19716/31017This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Bilingual Education and Bilingualism on 05/30/2022, available at: http://www.tandfonline.com/10.1080/13670050.2022.2079373. This article will be embargoed until 11/30/2023.The present study examined the effect of children’s enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI students based on students’ kindergarten reading performance and a series of student-, family-, and school-level characteristics. Growth curve models demonstrate that first-grade DLI enrollment had a positive effect on children’s English reading growth from Grade 1 to 5. Children who enrolled in DLI experienced greater improvements by Grade 5. We also found that first-grade teacher judgment was related to children’s initial reading performance but not their reading growth. Implications related to DLI programs, teacher practices, and bilingual educational policies are discussed.en-USDual-language immersionreading achievementgrowth curve modelpropensity score matchingteacher judgmentArticle