The Role of Language in the English Reading Development of Dual Language Learner Children

项目总结 这个横断面项目的目标是通过测试前和测试后设计来确定 儿童西班牙语和英语知识对英语阅读的贡献 年，占学龄人口20%的双语学习者(DLL)的学习成绩 美国。阅读困难与有害的教育和生活结果有关。 尽管人口不断增长，与阅读相关的已知挑战，但很少有研究 一直致力于系统地研究DLLS第二语言阅读的预测因素(in 这种情况下，英语)发展。语言技能是阅读成功的关键，我们的研究 还表明，语言对DLL阅读的贡献大于对单语儿童的贡献 小学高年级。然而，DLL的两个组件中的各种组件是如何 语言对他们的英语阅读发展有贡献，无论是语言阅读 口语熟练程度不同的DLL之间的关系是不同的，而且 在阅读发展的不同阶段，动态链接库的语言阅读动态随着时间的推移而变化。 目前的研究旨在通过利用语言和阅读的多种测量来解决这些差距 采用横断面设计，在4-6个月的时间内跟踪DLLS前后的数据。 这项研究将包括300个英语水平不同的西班牙语-英语动态链接库。 所有DLL都将来自将英语作为第二语言学习的西班牙语家庭。那里 总共将有四个队列。第一组和第二组将分别上一年级和三年级 其中一项研究，并将在第一年的4-6个月内进行跟踪，以确定 他们语言和阅读的发展轨迹及语言对阅读的贡献 随着时间的推移。第三组和第四组也将在第二年开始时上一年级和三年级，以及 他们将被跟踪4-6个月。将在各个队列/年级级别之间进行比较 理解动态链接库在阅读发展的不同阶段的语言-阅读关系。目标1 我将考察DLLS两种语言中口语技能的独特和共同贡献 他们的英语阅读成绩。语言成分将包括元语言意识(例如， 语音意识)、结构语言技能(例如，词汇)和高级技能(例如， 听力理解)。目标2将调查DLL的语言和阅读之间的关系 英语和西班牙语的口语熟练程度不同。目标3将跟踪语言- 阅读随时间发展的、跨队列/年级水平的关系。拟议的研究将 为第二语言阅读模式提供理论知识。结果也将会有 对学习障碍儿童的阅读指导、评估和干预具有重要意义。

PROJECT SUMMARY The goal of this cross-sectional project with a pre- and post-test design is to determine the contributions of children’s knowledge of Spanish and English languages to English reading achievement in dual language learners (DLL), who constitute 20% of the school-aged population in the United States. Reading difficulties have been linked to detrimental education and life outcomes. Despite the growing demographic and the known challenges associated with reading, little research has been devoted to systematically investigate the predictors of DLLs’ second language reading (in this case, English) development. Language skills are critical to reading success, and our research also demonstrates that language contribute more to reading for DLLs than for monolingual children in upper elementary grades. However, it remains unknown how the various components in DLLs’ two languages contribute to their English reading development, whether the language-reading relationship differs for DLLs of varying degrees of oral language proficiency, and whether the language-reading dynamics change over time for DLLs in different stages of reading development. The current study aims to address these gaps by utilizing multiple measures of language and reading and a cross-sectional design with pre- and post-test data following DLLs over a period of 4-6 months. The study will include 300 Spanish-English DLLs of varying degrees of English language proficiency. All DLLs will be from Spanish-speaking households who learn English as a second language. There will be a total of four cohorts. Cohort One and Two will be in 1st and 3rd grade, respectively, at Time One of the study, and will be followed over a period of 4-6 months in Year One to determine the developmental trajectories of their language and reading and the contributions of language to reading over time. Cohort Three and Four will also be in 1st and 3rd grade in the beginning of Year Two, and they will be followed over 4-6 months. Comparisons will be made across cohorts/grade levels to understand the language-reading relations for DLLs at different stages of reading development. Aim 1 will examine the unique and shared contributions of oral language skills in DLLs’ two languages to their English reading scores. The language components will include metalinguistic awareness (e.g., phonological awareness), structural language skills (e.g., vocabulary) and high-level skills (e.g., listening comprehension). Aim 2 will investigate the language and reading relationship for DLLs of different levels of oral language proficiency in English and Spanish. Aim 3 will track the language- reading relations developmentally over time and across cohorts/grade levels. The proposed study will result in theoretical knowledge for second language reading models. The results will also have important implications for reading instruction, assessment and intervention for DLL children.