Bilingual children at the transition from kindergarten to primary school: the development of their reading and writing skills.

从幼儿园到小学过渡的双语儿童：阅读和写作技能的发展。

• 批准号: 233030786
• 负责人: Professorin Dr. Natalia Gagarina
• 金额: --
• 依托单位: Leibniz-Zentrum Allgemeine Sprachwissenschaft (ZAS)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/233030786?language=en
• 关键词: Bilingual; children; transition; kindergarten; primary

The aim of the project is to examine the accomplishments of bilingual Russian-German children in reading and writing during the first two years of primary school and to identify early predictors of literacy problems. We will compare the development of children at risk for specific language impairment (SLI) at the age of 4 to 5 years as well as of children of the same age who score high in language tests of Russian, but below the 1 SD in language tests of German in comparison to a control group of typically developing children. The development of these three groups will be traced in two domains:(a) in segmental and prosodic phonology and in phonological awareness as prerequisites for reading and writing. Of special importance for early literacy is the examination of the predictor function of phonological competence and phonological awareness (at the age of 5 to 6 years) as well as of rapid automatized naming. (b) in text competence, i.e. the comprehension and production of coherent texts. Furthermore, we aim to find out how comprehension and production of oral texts in preschool bilinguals may predict their reading and writing skills in primary school.

该项目的目的是审查俄德双语儿童在小学头两年阅读和写作方面的成绩，并确定识字问题的早期预测因素。我们将比较4至5岁时有特殊语言障碍（SLI）风险的儿童以及在俄语语言测试中得分高但在德语语言测试中低于1 SD的同龄儿童的发展，并与正常发育儿童的对照组进行比较。这三个群体的发展将在两个领域进行跟踪：（a）在音段和韵律音韵学和音韵意识作为阅读和写作的先决条件。对早期识字特别重要的是检查语音能力和语音意识（5至6岁）以及快速自动化命名的预测功能。(b)语篇能力，即理解和产生连贯的语篇。此外，我们的目的是找出如何理解和生产的口头语篇学前双语儿童可以预测他们的阅读和写作技能在小学。

项目成果

Text organization in typically developing bilinguals and bilinguals at risk of DLD: what is different and how language independent is it?

通常发展中的双语者和面临 DLD 风险的双语者的文本组织：有什么不同以及它与语言的独立性如何？

• DOI: 10.1515/9781501510151-005
• 发表时间: 2020
• 期刊: Referential and Relational Discourse Coherence in Adults and Children
• 作者: Gagarina;Lomako;Stadtmiller;Lindner
• 通讯作者: Lindner