Language and Literacy Development in Mexican Children

墨西哥儿童的语言和读写能力发展

基本信息

批准号：
7413426
负责人：
Claude Goldenberg
金额：
$ 43.76万
依托单位：
CALIFORNIA STATE UNIVERSITY LONG BEACH
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-05-15 至 2012-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7413426
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

项目摘要

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）：此申请是对R01 HD044923-01的修订版，这是一项现场提出的研究，从方法论和理论上与计划项目的Oracy/Lincile开发在讲西班牙语的儿童中（P01 HD39521）相关联（P01 HD39521）。拟议的纵向项目的目的是研究墨西哥一年级至3年级的600名儿童的语言和扫盲。这项研究将使用目前在加利福尼亚和德克萨斯州的学校和社区中为HD39521制定的措施。拟议的研究将研究有可能影响墨西哥西班牙语儿童识字发展的特定因素，并特别强调可能区分英语和西班牙语的阅读和相关技能的发展。这些因素包括音节意识作为音素意识的中介，正式阅读教学的重点是音节结构，家庭素养实践，包括传统的讲故事实践以及在社区中获得扫盲资源。学生将在瓜达拉哈拉大都会地区的不同情况下从三所公立学校中取样：（1）主要具有土著文化影响力的工人阶级，（2）混合的工作和中产阶级社区，与大部分人口具有与美国的家庭关系，以及（3）主要中产阶级社区。涉及5名儿童群体的同时序列设计将用于招募大量的纵向同类，这些纵向群体跨越1至3年级。我们将招募1年级，2年级和3年级学生和教室的同伙，并在一年中评估学生和教室，并在课堂上进行5次限制，并在课堂上观察5次，并在编码协议中进行了观察和twice twice，并twice tew twice and twice and tick extrocy结构预编码协议的教室可能无法评估。在第二年，再次遵循一年级的1年级和2年级人群，现在分别在2年级和3年级中，而新的1年级学生则被招募。该过程在第3年重复。总的来说，该研究包括在以下年级A：GR 1-3中观察到的5个队列； B：GR 1-2; C：GR 3; D：GR 2-G3; E：Grl。因此，在1年级中观察到三个同类的120名儿童，在2年级中有3个儿童。该设计允许研究影响识字发展的因素，同时收集了参与学校的1 - 3年级学生的比较横断面数据。该项目解决了对英语以外的其他字母语言进行系统研究的需求，这与英语在课程结构结构和拼字透明性方面有所不同，并且在家庭和社区环境中发展具有口述语言和素养使用模式的家庭和社区环境，这些模式与美国语言中经验丰富的人不同。