Language and Literacy Development in Mexican Children

墨西哥儿童的语言和读写能力发展

• 批准号: 7226024
• 负责人: Claude Goldenberg
• 金额: $ 44.7万
• 依托单位: CALIFORNIA STATE UNIVERSITY LONG BEACH
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-05-15 至 2009-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7226024
• 关键词: Achievement; Address; Area; Attention; Awareness; Businesses; California; Characteristics; Child; Class; Classification; Code; Communities; Comprehension; Confusion; Data; Development; Dimensions; Ear; Educational Curriculum; Educational process of instructing; Effectiveness; Electronic Mail; Elements; English Language; Ethnography; Family; Family Characteristics; Folklore; Goals; Home environment; Income; Indigenous; Individual; Instruction; Knowledge; Language; Lead; Learning; Letters; Life; Linguistics; Link; Literature; Low income; Maps; Measures; Mediating; Mediator of activation protein; Methods; Mexican; Mexico; Mono-S; Neighborhoods; Oral; Orthography; Outcome; Parents; Pattern; Performance; Play; Population; Printing; Process; Protocols documentation; Purpose; Reading; Recording of previous events; Recruitment Activity; Relative (related person); Resources; Role; Sampling; Schools; Siblings; Social Class; Source; Structure; Students; Teaching Method; Techniques; Texas; Time; Vocabulary; Work; Writing; base; cohort; comparative; design; ethnographic method; experience; family structure; foster child; instrumentation; literacy; literate; metropolitan; phonology; programs; response; skills; sound; teacher

DESCRIPTION (provided by applicant): This application is a revision to R01 HD044923-01, a field-initiated study linked methodologically and theoretically with the Program Project Oracy/Literacy Development in Spanish-speaking Children (P01 HD39521). The objective of the proposed longitudinal project is to study language and literacy development among 600 children in grades I through 3 in Mexico. This study will use measures developed for and used in HD39521 currently underway in schools and communities in California and Texas. The proposed study will examine specific factors that have the potential to influence literacy development among Spanish speaking children in Mexico, with specific emphasis on elements that might differentiate the development of reading and related skills in English and Spanish. These factors include syllabic awareness as a mediator of phonemic awareness, formal reading instruction focusing on syllabic structures, family literacy practices including the traditional practice of storytelling, and access to literacy resources in the community. Students will be sampled from three public schools in different contexts in the Guadalajara metropolitan area: (1) a predominantly working class area with indigenous cultural influences, (2) a mixed working and middle class community with a large percentage of the population with family ties to the U.S., and (3) a predominantly middle class community. A cohort-sequential design involving 5 cohorts of children will be used to recruit a large longitudinal cohort of students spanning Grades 1 to 3. We will recruit cohorts of Grade 1, 2, and 3 students and classrooms, assess students at the beginning and end of the year, and observe in the classrooms 5 times each year--3 times with coded observation protocols used in our U.S. studies and twice with ethnographic protocols designed to identify features of Mexican classrooms that structured pre-coded protocols might not assess. In year 2, the Grade 1 and Grade 2 cohorts from year one are again followed, now in Grades 2 and 3, respectively, while a new cohort of Grade 1 students is recruited. This process is repeated in year 3. In total, the study includes 5 cohorts observed in the following grades-Cohort A: Gr 1-3; B: Gr 1-2; C: Gr 3; D: Gr 2-G3; E:Grl. Thus, three cohorts of 120 children are observed in Grade 1, three in Grade 2, and three in Grade 3. This design permits study of-factors influencing literacy development over time, while collecting comparative cross-sectional data on students in grades 1-3 at the participating schools. This project addresses the need for systematic study of literacy development in an alphabetic language other than English, that differs from English with respect to syllabic structure and orthographic transparency, and which develops in family and community settings with patterns of oral language and literacy use that differ from those experienced among English speakers in U.S. contexts.

描述（由申请人提供）：本申请是对 R01 HD044923-01 的修订，这是一项在方法和理论上与西班牙语儿童口语/读写能力发展计划项目 (P01 HD39521) 相关的现场发起研究。拟议的纵向项目的目标是研究墨西哥 600 名一年级至三年级儿童的语言和读写能力发展情况。这项研究将使用为 HD39521 开发和使用的措施，目前正在加利福尼亚州和德克萨斯州的学校和社区进行。拟议的研究将研究可能影响墨西哥西班牙语儿童读写能力发展的具体因素，特别强调可能区分英语和西班牙语阅读和相关技能发展的因素。这些因素包括作为音素意识中介的音节意识、注重音节结构的正式阅读教学、包括传统讲故事实践在内的家庭识字实践，以及获得社区识字资源的机会。学生将从瓜达拉哈拉大都市区不同背景的三所公立学校中抽取：(1) 受土著文化影响的工人阶级占主导地位的地区；(2) 工人阶级和中产阶级混合社区，大部分人口有家庭关系到美国，以及（3）一个以中产阶级为主的社区。将采用涉及 5 组儿童的队列顺序设计来招募跨越 1 至 3 年级的大型纵向队列学生。我们将招募 1、2 和 3 年级学生和教室的队列，在开始和结束时对学生进行评估每年在课堂上观察 5 次——其中 3 次采用我们在美国研究中使用的编码观察方案，两次采用民族志方案，旨在识别墨西哥教室结构的预编码特征协议可能无法评估。在第二年，再次跟踪第一年的一年级和二年级学生，现在分别是二年级和三年级，同时招收一批新的一年级学生。此过程在第 3 年重复。总共，该研究包括按以下年级观察的 5 个队列 - 队列 A：1-3 组； B：1-2组； C：3级； D：Gr 2-G3； E：女孩。因此，我们对一年级的三组 120 名儿童进行观察，二年级的三组，三年级的三组。这种设计允许研究随着时间的推移影响读写能力发展的因素，同时收集一年级至三年级学生的比较横截面数据。 3 参与学校。该项目解决了对英语以外的字母语言读写能力发展进行系统研究的需要，这种语言在音节结构和拼写透明度方面与英语不同，并且在家庭和社区环境中发展，口头语言和读写能力的使用模式也不同来自在美国环境中讲英语的人的经验。