Contributions of Oral Narrative Skills to English Reading in Spanish-English Latino/a Dual Language Learners.
Contributions of Oral Narrative Skills to English Reading in Spanish-English Latino/a Dual Language Learners.
复制标题
口语叙事技能对西班牙语-英语拉丁裔/双语学习者英语阅读的贡献。
DOI：
10.1044/2021_jslhr-21-00105
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Wicha,Nicole
中科院分区：
文献类型：
--
作者：
Huang,BeckyH;Bedore,LisaM;Ramírez,Rica;Wicha,Nicole
目的本研究调查了来自美国西班牙语家庭的 95 名早期小学双语学习者 (DLL) 的西班牙语和英语口语叙事技能对英语阅读的贡献。这个一年级和三年级 DLL 儿童样本参加了西班牙语-英语双语沉浸式课程，并接受了英语和西班牙语的语言和读写指导。方法所有参与者都完成了双语讲故事任务以及两项英语解码和阅读理解测试。使用计算机语言分析程序对故事叙述的微观结构（不同新词的数量、词汇多样性 [D]、平均话语长度、从属指数 [SI]）进行分析。还使用叙事评分方案对叙事样本的宏观结构（即话语层面的特征）进行了评估。结果等级、英语 D 和西班牙语 SI 显着预测了英语阅读。对于解码和理解来说，年级水平是三者中最强的预测因素。然而，在解码方面，西班牙语 SI 比英语 D 更稳健，而在理解方面，英语 D 比西班牙语 SI 具有更强的预测能力。结论 年轻 DLL 儿童的英语口语叙述能力以及母语西班牙语对他们的英语阅读成绩有贡献。该研究进一步明确了叙事元素对不同阅读技能的贡献。在小学早期双语课程中，微观结构元素在英语阅读中的作用似乎比宏观结构元素更重要。结果为简单的阅读观点和语言相互依赖假说提供了支持。结果还表明，保持 DLL 儿童的家庭语言技能可能对他们的英语阅读发展有益，而不是有害。
PurposeThe study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish–English dual language immersion programs and received language and literacy instruction in both English and Spanish.MethodAll participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (number of different new words, lexical diversity [D], mean length of utterance, subordination index [SI]) using the Computerized Language ANalysis program. The narrative samples were also evaluated for macrostructures (i.e., discourse-level features) using the Narrative Scoring Scheme.ResultsGrade, English D, and Spanish SI significantly predicted English reading. Grade level was the strongest predictor of the three for both decoding and comprehension. However, Spanish SI was more robust than English D for decoding whereas English D was a stronger predictor than Spanish SI for comprehension.ConclusionsYoung DLL children's oral narrative skills in English as well as in their home language Spanish contributed to their English reading outcomes. The study further specified the contributions of narrative elements to different reading skills. Microstructural elements appeared to play a stronger role in English reading than macrostructural elements for DLLs in dual language programs in early elementary grades. The results provided support for thesimple view of readingand thelinguistic interdependence hypothesis. The results also implicated that maintaining young DLL children's home language skills may be beneficial, rather than harmful, to their English reading development.