Bilingual children's language abilities and early reading outcomes in Head Start and kindergarten.
Bilingual children's language abilities and early reading outcomes in Head Start and kindergarten.
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DOI：
10.1044/0161-1461(2007/025
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发表时间：
2007-07
期刊：
影响因子：
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通讯作者：
C. Hammer;F. Lawrence;A. Miccio
中科院分区：
文献类型：
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作者：
C. Hammer;F. Lawrence;A. Miccio
目的探讨学前教育启蒙儿童接受性语言发展与幼儿园阅读成绩的关系。方法对88名符合参加学前教育2年的双语儿童进行研究。采用生长曲线模型检验两年内幼儿的语言能力与幼儿园期末阅读成绩之间的关系。结果幼儿的英语和西班牙语接受性语言能力在启动期得到提高，幼儿的英语早期阅读能力在幼儿园结束时处于典型的单语常模范围内。儿童的西班牙语早期阅读能力比测试均值低近1SD或更低。研究结果还表明，儿童在Head Start期间英语和西班牙语能力的增长预测了他们早期的英语和西班牙语阅读能力。研究结果表明，学龄前项目的目标应该是儿童语言的发展，而不是他们在某个特定时间点的表现。此外，研究结果还表明，早期和定期评估双语儿童在两种语言中的发展，以监测儿童在两种语言中的发育情况，具有重要意义。
PURPOSE The purpose of this study was to investigate the relationship between Head Start children's receptive language development and their kindergarten reading outcomes. METHOD Eighty-eight bilingual children who were eligible to attend Head Start for 2 years participated in the study. Growth curve models were used to examine the relationship between children's language abilities during 2 years in Head Start and end-of-kindergarten reading outcomes. RESULTS The results revealed that children's English and Spanish receptive language abilities increased during Head Start, and children's early reading abilities in English were within the typical range of monolingual norms at the end of kindergarten. Children's early reading abilities in Spanish were nearly 1 SD below the test mean or lower. The results also showed that children's growth in their English and Spanish language abilities during Head Start predicted their early reading abilities in English and Spanish. IMPLICATIONS The findings imply that preschool programs are needed that target children's growth in language and not their performance measured at a particular point in time. Also, the results demonstrate the importance of early and regular evaluation of bilingual children's development in both languages in order to monitor children's growth in their two languages.