What You Hear and What You Say: Language Performance in Spanish English Bilinguals.
What You Hear and What You Say: Language Performance in Spanish English Bilinguals.
复制标题
DOI：
10.1080/13670050903342019
复制
发表时间：
2010
影响因子：
2.8
通讯作者：
Gillam RB
中科院分区：
文献类型：
--
作者：
Bohman TM;Bedore LM;Peña ED;Mendez-Perez A;Gillam RB
这项研究评估了影响双语儿童西班牙语和英语语言发展的因素。757名西班牙裔幼儿园前和幼儿园年龄的儿童完成了西班牙语和英语的语义和形态合成发展的筛查测试。父母提供了关于他们的职业和教育以及他们的孩子接触英语和西班牙语的信息。使用零膨胀回归模型(包括Logistic回归成分和负二项或泊松成分)对数据进行分析，以探索导致儿童开始L1和L2表现的因素以及有助于建立儿童知识的因素。与第一语言和第二语言学习成绩正相关的因素是语言输入/输出、免费午餐和减少午餐时间以及年龄。与积累知识相关的因素包括年龄、父母教育、投入/产出、免费和减价午餐以及学区。随着儿童开始使用一门语言，语言输入量是重要的，而语言输出量对于增加他们的语言知识是重要的。语义的发展似乎更多地受到输入的驱动，而形态句法的发展则同时依赖于输入和输出。评估双语儿童的临床医生应该检查儿童第二语言的语言输出，以更好地了解他们的表现水平。
This study assesses the factors that contribute to Spanish and English language development in bilingual children. 757 Hispanic Pre-kindergarten and kindergarten age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children’s English and Spanish exposure. Data were analyzed using zero-inflated regression models (comprising a logistic regression component and a negative binomial or Poisson component) to explore factors that contributed to children initiating L1 and L2 performance and factors that contributed to building children’s knowledge. Factors that were positively associated with initiating L1 and L2 performance were language input/output, free and reduced lunch, and age. Factors associated with building knowledge included age, parent education, input/output, free and reduced lunch and school district. Amount of language input is important as children begin to use a language, and amount of language output is important for adding knowledge to their language. Semantic development seemed to be driven more by input while morphosyntax development relied on both input and output. Clinicians who assess bilingual children should examine children’s language output in their second language to better understand their levels of performance.
登录
查看更多内容
影响因子：
5.4
作者：
Li, Ping;Sepanski, Sara;Zhao, Xiaowei
通讯作者：
Zhao, Xiaowei
DOI：
10.1044/1092-4388(2002/027
发表时间：
2002-04-01
影响因子：
2.6
作者：
Kohnert, KJ;Bates, E
通讯作者：
Bates, E
影响因子：
3.7
作者：
Marchman, VA;Martínez-Sussmann, C;Dale, PS
通讯作者：
Dale, PS
影响因子：
2.6
作者：
JOHNSON, JS;NEWPORT, EL
通讯作者：
NEWPORT, EL
影响因子：
4.6
作者：
Hoff, E;Naigles, L
通讯作者：
Naigles, L