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1.
Vibeke Grøver Aukrust 《Scandinavian Journal of Educational Research》2013,57(3):293-314
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed. 相似文献
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Research Findings: This study examined relations between parent-rated shyness and children's vocabulary skills in 54 Hong Kong Chinese kindergartners who learned English as a foreign language at school. Receptive vocabulary and expressive vocabulary were assessed both in Chinese and in English. Parent-rated shyness was uniquely associated with children's receptive vocabulary skills in both English and Chinese even after parents' education levels and socioeconomic status and children's nonverbal reasoning skill were statistically controlled. Practice or Policy: The findings suggest that shyness is associated with both first and second language learning. 相似文献
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Beyond phonological skills: broader language skills contribute to the development of reading 总被引：2，自引：0，他引：2
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development. 相似文献
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Analysis of children's spoken narratives represents a potentially informative approach to language assessment within early childhood settings. Yet, narrative assessment is not readily amenable to at-scale use given the time needed to collect, transcribe, and analyze a child's narrative sample and the lack of consensus regarding what aspects of narrative expression ought to be examined (e.g., language form, language content). The purpose of this study was to describe a direct assessment of children's language abilities within a narrative context, the Narrative Assessment Protocol (NAP), which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs. In this study, we present findings regarding internal consistency, test–retest reliability, construct validity, and the concurrent and predictive validity of the NAP. NAP scores from 262 3–5-year-old children participating in preschool programs were assessed for these purposes. Findings indicated that the NAP exhibits reasonable psychometric properties across the areas addressed, to include significant concurrent and predictive relations with a norm-referenced measure of general language ability. Although more research is needed, preliminary findings indicate that the NAP provides professionals with a valid and informative assessment approach for examining children's language skills within a narrative context; such information may be useful for establishing and monitoring children's language growth within preschool programs or language interventions. 相似文献
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Perla B. Gámez Holly L. Griskell Yaxal N. Sobrevilla Melissa Vazquez 《Child development》2019,90(2):471-479
This study examined dual language learners’ (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (Mage = 5.7 years) as well as the relation to peers’ language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014–2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers’ vocabulary diversity was positively associated with children's vocabulary diversity. Peers’ syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers’ language use may influence DLLs’ and EO children's language learning. 相似文献
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Carolyn S. Gosse Anita S. McGinty Andrew J. Mashburn LaVae M. Hoffman Robert C. Pianta 《Early education and development》2014,25(1):110-133
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy. 相似文献
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Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes 总被引：5，自引：0，他引：5
Annemarie H. Hindman Carol M. Connor Abigail M. Jewkes Frederick J. Morrison 《Early childhood research quarterly》2008
Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed. 相似文献
10.
Caroline Henning Beth McIntosh Wendy Arnott Barbara Dodd 《Journal of Research in Reading》2010,33(3):231-246
Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short‐term positive effect of a preschool classroom‐based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6–7‐year‐old Australian children who attended school in a low‐socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short‐term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term. 相似文献
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Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4‐year‐old children's early literacy skills and parental attitudes to reading prior to and following school entry. Parents were trained using a self‐instruction training DVD. The children's rhyme awareness, word reading, concepts about print and writing vocabulary were assessed before and after 6 weeks over the summer period and again after one term in school. Four illustrative case studies are presented, which reveal the differential impact of the interventions on the families who participated. Findings indicated that DR had a positive impact on children's enjoyment of reading, concepts about print, parent–child reading behaviours and parental attitudes to joint storybook reading. The children who experienced shared‐book reading during the intervention also demonstrated improvements in word reading. There were no changes in rhyme awareness or writing vocabulary for either group. Changes in print concept awareness were not maintained at follow‐up, but improvements in writing vocabulary and word reading scores were noted. The reasons for this are discussed with reference to the formal literacy instruction the children received during their first academic term. 相似文献
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Lori E. Skibbe Kevin J. Grimm Ryan P. Bowles Frederick J. Morrison 《Scientific Studies of Reading》2013,17(2):141-165
Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period. 相似文献
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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
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Kelly Burgoyne Helen E. Whiteley Jane M. Hutchinson 《Journal of Research in Reading》2013,36(2):132-148
Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children learning EAL and 16 of their monolingual peers, matched for word reading accuracy, were assessed using a standard measure of reading comprehension and an experimental measure of reading comprehension for which relevant background knowledge was taught before assessing understanding. Tests of receptive and expressive vocabulary were also completed. Results confirmed lower levels of reading comprehension for children learning EAL for both standard and ‘background’ controlled measures. Analysis of comprehension by question type on the experimental measure showed that while both groups made use of taught knowledge to answer inferential questions, children learning EAL had specific difficulties with both literal questions and questions requiring the interpretation of a simile. It is suggested that relevant background information should be used to facilitate children's text comprehension. Furthermore, several factors, especially vocabulary differences, but also text search strategies, context use and comprehension monitoring skills, may contribute to the comprehension difficulties experienced by children learning EAL. 相似文献
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The purpose of this study was to empirically examine the dimensionality of language ability for young children (4–8 years) from prekindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represent an additional source of variance in language ability. Results demonstrated emergent dimensionality of language across development with distinct factors of vocabulary, grammar, and discourse skills by third grade, confirming that discourse skills are an important source of variance in children's language ability and represent an important additional dimension to be accounted for in studying growth in language skills over the course of childhood. 相似文献
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Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample of children (N = 586) from diverse cultural backgrounds and mostly low-income homes. Spatial and mathematical skills were measured using standardized assessments. Children's starting points and rate of growth in spatial skills were investigated using latent growth curve models. We explored the influence of various covariates on spatial skill development and found that socioeconomic status, language skills, and sex, but not migration background predicted children's spatial development. Furthermore, our findings showed that children's initial spatial skills––but not their rate of growth––predicted later mathematical understanding, indicating that early spatial reasoning may play a crucial role for learning mathematics. 相似文献
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Lisa B. Hurwitz 《Child development》2019,90(5):1754-1771
Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2–8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):9-18
Abstract This study uses data collected from children in Hong Kong for the PIRLS international reading survey of 2001. A total of 4867 students aged 9 to 10 years from 147 primary schools were assessed. The aim of the study is to investigate the observed differences in comprehension skills displayed in the test results from students at three ability levels. Affective factors (attitudes and reading self‐concept) are also compared for the three groups. Results indicate that the lower‐ability students performed very poorly in all four processes of comprehension — even at the most basic level of retrieval of facts. This weakness at the lower level greatly impaired the students’ ability to operate at higher levels of comprehension involving inference, prediction, integration of ideas and critical evaluation. The weakest readers had extreme difficulty with test items requiring an extended written response. Even on simple multiple‐choice items their performance was inferior to the average and higher‐ability groups. Data from the supplementary questionnaires indicates that across all ability groups the children's attitude toward reading is correlated positively with reading achievement. However, data collected on the students’ reading self‐concept produced anomalous results that cast some doubt on the feasibility of using self‐evaluation and self‐report questionnaires with this age and cultural group. Practical implications from the findings are discussed. 相似文献
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We designed an experiment with stratified randomization to investigate the effects of visual and auditory enhancements in digital picture books on comprehension and incidental word learning. Participants were 183 children aged 3, 4, and 5 years (81 girls and 102 boys) from childcare centers and schools in the Southwest USA. We contrasted the still-image condition (an onscreen picture book with a voice-over reading the narrative aloud) with three enhanced conditions: a digital book that included auditory and visual enhancements, only auditory enhancement, or only visual enhancement. All participants watched and listened thrice to the researcher-assigned digital picture book version within three weeks. The posttests assessed children's story comprehension and book-based vocabulary. The visual and auditory enhancements benefited children's story comprehension and book-based vocabulary. However, a version with auditory and visual enhancements was less beneficial for comprehension than versions with single (auditory or visual) enhancements, particularly in the youngest group. 相似文献