PREDICTING ENGLISH LITERACY IN SPANISH-SPEAKING CHILDREN

预测西班牙语儿童的英语读写能力

• 批准号: 6197055
• 负责人: FRANK R MANIS
• 金额: $ 8.18万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-01 至 2002-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6197055
• 关键词: Hispanic Americans; academic achievement; behavioral /social science research tag; child (0-11); human subject; longitudinal human study; neuropsychological tests; reading; socioeconomics

DESCRIPTION: (Adapted from applicant's description) It is important to study the precursors of literacy development in Spanish-speaking children, as this population is at-risk for school drop-out and associated behavioral and mental health problems that are consequent upon failure to develop adequate literacy. A two-year longitudinal study of literacy development in Spanish-speaking children will be conducted. The primary aim is to determine whether literacy difficulties in English among Spanish-speaking children in the second and third grades can be predicted from a cognitive test battery given in Spanish at the beginning of kindergarten and in English at the end of first grade. A secondary aim is to explore the predictors of Spanish literacy skills when the children reach the end of 1st grade. The kindergarten battery has already been administered, and the first grade battery will be given prior to the proposed period of funding. The proposal calls for testing in the 2nd and 3rd grade years. The children are participating in a unique program in which they are given structured multi-sensory literacy training in Spanish during the first two years of formal schooling, while simultaneously learning oral skills in English. During 1st grade, the children begin a structured multi-sensory literacy program in English that is closely parallel to the Spanish literacy program, and continue the English literacy program into the second and third grades. The study sample consists of 330 kindergartners who were given a battery of predictive tasks in Spanish in fall, 1998, and spring, 1999. Preliminary results indicate that the children's literacy skills are age-appropriate at the end of kindergarten, and correlated with the predictive battery given at the outset of kindergarten. The children will be tested again in the spring of their first grade year on English versions of the same predictive tasks, as well as Spanish literacy tests. They will also be tested at the end of their 2nd and 3rd grade years on an extensive battery of literacy tests. The predictive battery is based on research in English which highlights phonological awareness, phonological decoding, print awareness, expressive vocabulary, verbal memory, and letter knowledge as predictors of early reading development. Since there are no predictive studies in Spanish, the study will develop some measures based on translations and adaptations of English language measures. However, the majority of the tests are from the Woodcock Language Proficiency Battery. This battery includes measures of language and literacy skills in both English and Spanish that were normed on native speakers and calibrated to allow meaningful comparisons across languages. Analyses will focus on the question of whether predictors of reading and writing in English are the same for the bilingual sample as in previous studies of monolingual English speaking children. Comparisons of the best predictors of Spanish and English literacy will also be made. The co-variation of the test measures with teacher-rated language preferences, sociodemographic and socioeconomic variables will be explored.

描述：（根据申请人的描述改编）研究很重要 讲西班牙语儿童的扫盲发展的先驱，这样 人口急于学校辍学以及相关的行为和心理 由于未能发展足够的识字率而导致的健康问题。 讲西班牙语的扫盲发展为期两年的纵向研究 孩子将进行。 主要目的是确定是否识字 在第二个讲西班牙语的儿童中，英语困难 可以通过西班牙语给出的认知测试电池来预测三年级 在幼儿园和一年级结束时用英语开始。 一个 次要目的是探索西班牙扫盲技能的预测指标 孩子们达到一年级。 幼儿园电池已经 被管理，一年级电池将在 拟议的资金期限。 该提案要求在第二和第三次进行测试 年级。 孩子们正在参加一个独特的计划 在西班牙 正规教育的头两年，同时学习口头技能 用英语。 在一年级时，孩子们开始了结构化的多感应 英语扫盲计划与西班牙扫盲非常平行 计划，并将英语扫盲计划继续进入第二和第三 等级。 研究样本由330名幼儿园组成 1998年秋季和1999年春季的西班牙语中的一系列预测任务。 初步结果表明，儿童的识字能力是 幼儿园结束时适合年龄，与预测性相关 幼儿园一开始给予电池。 孩子将接受测试 在他们的英文版本的第一年春季，同一年级的春季 预测任务以及西班牙扫盲测试。 他们也将接受测试 在二年级和三年级结束时，大量电池 扫盲测试。 预测电池是基于英语的研究 凸显语音意识，语音解码，印刷意识， 表现力的词汇，口头记忆和字母知识作为预测指标 早期阅读开发。 由于没有西班牙语的预测研究， 这项研究将根据翻译和适应来制定一些措施 英语措施。 但是，大多数测试来自 Woodcock语言能力电池。 该电池包括 英语和西班牙语的语言和扫盲技巧 母语者和校准以允许进行有意义的比较 语言。 分析将集中于预测因素是否 双语样本的英语阅读和写作与 先前对英语儿童的研究。 比较 还将对西班牙语和英语扫盲的最佳预测指标。 这 与教师评价的语言偏好的测试措施变异， 将探讨社会人口统计学和社会经济变量。