Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.
Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.
复制标题
预测一年级西班牙语学生的英语单词阅读技能。
DOI：
10.1097/00011363-200610000-00006
复制
发表时间：
2006
影响因子：
1.4
通讯作者：
Rinaldi,Claudia
中科院分区：
文献类型：
--
作者：
Páez,Mariela;Rinaldi,Claudia
本文描述了244个西班牙语为母语，英语学习（因此，双语）的学生在一年级的英语和西班牙语单词阅读技能的样本，并提出了一个预测模型的英语单词阅读技能。研究中的儿童分别在幼儿园和一年级结束时进行评估。数据收集与伍德科克语言能力电池和研究人员开发的语音意识任务的3个子测试。结果表明，平均而言，儿童的英语单词阅读技能类似于单语规范，而他们的西班牙语单词阅读技能平均低于平均值1 SD。英语词汇量，英语语音意识，和西班牙语单词阅读技能在幼儿园被发现是显着的预测因素，英语单词阅读技能在一年级。筛选语言和阅读技能和有前途的领域，有针对性的指导，这一人口的教育意义进行了讨论。
This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed.