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1.
The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3–5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a “bilingual advantage”, we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory. 相似文献
2.
Carlos A. LópezLeiva Zayoni Torres Lena L. Khisty 《Cultural Studies of Science Education》2013,8(4):919-934
As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students’ home language. An after-school, dual-language, Spanish–English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican–American neighborhood in Chicago. As participant observers with a sociocultural perspective, we explored the linguistic and personal resources used by participating 4th grade bilingual Latina/o students. We found that students used imaginative, playful, and hybrid linguistic resources to make sense of and solve probability tasks when engaged within a zone of mathematical practice. Results challenge narrow perspectives on bilingual students’ linguistic resources. Language implications are discussed. 相似文献
3.
C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring Christine Montecillo 《Reading and writing》2012,25(7):1635-1664
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students. 相似文献
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5.
Jason L. Anthony Emily J. Solari Jeffrey M. Williams Kimberly D. Schoger Zhou Zhang Lee Branum-Martin 《Scientific Studies of Reading》2013,17(6):535-564
Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish phonological awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior phonological awareness and Spanish vocabulary in the development of bilingual phonological awareness. Implications for theory, instruction, and research methods are discussed. 相似文献
6.
This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading. Cross-linguistic transfer of morphological awareness was observed from Spanish to English, but not from English to Spanish. These results suggest that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s L1 is associated with word reading in English, their L2. 相似文献
7.
This study evaluated the impact of two metalinguistic factors, English derivational awareness and English?CSpanish cognate awareness, and the impact of two sociocultural factors, maternal education and children??s length of residence in Canada, on English Language Learners (ELLs)?? vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study?yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs?? vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children??s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed. 相似文献
8.
This longitudinal study examined the contribution of morphological awareness to bilingual word learning of Malay–English bilingual children in Singapore where English is the medium of instruction. Participants took morphological awareness and lexical inference tasks in both English and Malay twice with an interval of about half a year, the first time at the end of Grade 3 (Time 1) and the second time at the end of the first semester of Grade 4 (Time 2). Structural equation modeling (SEM) analyses revealed that within both languages, morphological awareness significantly predicted lexical inference at Time 1 as well as Time 2, and the contribution also became strengthened over time. Cross-linguistic SEM analyses showed that concurrently at both Time 1 and Time 2, English morphological awareness only had a significant indirect effect on Malay lexical inference. The exact indirect relationships, however, varied between Time 1 and Time 2. In addition, an indirect effect of Time 1 English morphological awareness on Time 2 Malay lexical inference also surfaced. These findings suggest concurrent as well as longitudinal cross-linguistic transfer of morphological awareness from English to Malay. 相似文献
9.
Kenn Apel Elizabeth B. Wilson-Fowler Danielle Brimo Nancy A. Perrin 《Reading and writing》2012,25(6):1283-1305
Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N?=?56) and determined how these abilities predicted the children??s reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling. 相似文献
10.
Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction 总被引：1，自引：0，他引：1
The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with
a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in
the transitional bilingual and dual-language programs had significantly higher scores than the students in the English immersion
program on the Spanish reading and oral language measures and significantly lower scores on the English reading comprehension
and oral language measures. Multiple-group path models showed that the predictors of third grade English and Spanish reading
comprehension did not differ across the three programs. Spanish phonological/decoding skill and oral language in first grade
mediated the association between Spanish phonological/decoding skill and oral language in kindergarten and third grade Spanish
reading comprehension. English phonological/decoding, Spanish phonological/decoding skill, and English oral language in first
grade mediated the link between Spanish phonological/decoding skill in kindergarten and third grade English reading comprehension. 相似文献
11.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children. 相似文献
12.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition. 相似文献
13.
Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments. 相似文献
14.
In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups. 相似文献
15.
Jing Zhao L. Quentin Dixon Blanca Quiroz Si Chen 《Early Childhood Education Journal》2017,45(1):27-34
In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish–English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart. We also tested the children’s Spanish and English vocabulary and phonological awareness at Time 1. We used multiple regression models to examine the predictive value of vocabulary to word reading cross-linguistically and longitudinally. Results showed that within (Spanish or English) language and concurrent predictions were stronger than cross-language and longitudinal predictions; however, Spanish vocabulary was a significant and unique predictor of English word reading longitudinally. Spanish phonological awareness also played an important role in the relationship between vocabulary and word reading. Our results suggest that helping Spanish-speaking children build their Spanish vocabulary can also improve their English word reading ability. 相似文献
16.
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish–English and Cantonese–English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children 1 year later in second grade. Spanish–English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish–English DLLs scored lower than Cantonese–English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension 1 year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed. 相似文献
17.
This study investigates how 6- to 7-year-old children in a bilingual preschool together with their teachers take on the challenge of translating the lyrics to a children’s song from Finnish to English. With an interest in how translation activities can engage children in communication and metacommunication, and facilitate the development of linguistic and metalinguistic awareness, how a decisive matter of translation – that of taking an utterance literally and/or metaphorically – is negotiated among participants is more specifically scrutinized. The study takes a sociocultural theoretical perspective on learning and communication. The study shows how this kind of activity allows teachers to scaffold children engaging in talk about linguistic and metalinguistic matters, pivotal to their language development and comprehension of this kind of text. 相似文献
18.
Neelima Wagley Rebecca A. Marks Lisa M. Bedore Ioulia Kovelman 《Child development》2022,93(4):881-899
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 = .89) and Spanish (R2 = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition. 相似文献
19.
Mark R. Stewart 《Early Childhood Education Journal》2004,32(1):31-37
This article briefly reviews recent research on teaching phonological awareness skills to preschoolers as well as the benefits of different types of bilingual education. A more in-depth analysis of research on cross-language transfer of phonological awareness/metalinguistic skills follows. The major recommendation resulting from this review is that the teaching of phonological awareness skills in both the home language and school language of preschoolers is the preferred intervention. 相似文献
20.
Michele H. Brenneman Robin D. Morris Marlyne Israelian 《Psychology in the schools》2007,44(2):171-181
A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171–181, 2007. 相似文献