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

项目摘要 这个具有前后测试设计的横截面项目的目标是确定 儿童的西班牙语和英语知识对英语阅读的贡献 双语学习者（DLL）的成绩，他们占学龄人口的20%， 美国的阅读困难与有害的教育和生活结果有关。 尽管不断增长的人口和已知的挑战与阅读，很少有研究 一直致力于系统地研究DLL的第二语言阅读的预测因素（在 英语（发展）语言技能对阅读的成功至关重要，我们的研究 还表明，语言贡献更多的阅读的DLL比单语儿童， 小学高年级然而，目前尚不清楚DLL的两个组件中的各个组件如何 语言对他们英语阅读发展的贡献，无论是语言阅读 不同口语水平的DLL之间的关系不同， 在阅读发展的不同阶段，DLL的语言-阅读动力学随时间变化。 本研究旨在通过多种语言和阅读测量方法来弥补这些差距 和一个横截面设计与前和后的测试数据后，DLL在4-6个月的时间。 这项研究将包括300个不同程度的英语语言熟练程度的西班牙语-英语DLL。 所有DLL将来自西班牙语家庭谁学习英语作为第二语言。那里 总共有四个队列。队列一和队列二将分别在时间点上一年级和三年级 其中一项研究，并将在第一年随访4-6个月，以确定 他们的语言和阅读的发展轨迹以及语言对阅读的贡献 随着时间第三组和第四组也将在二年级开始时进入一年级和三年级，并且 他们将被跟踪4-6个月。将在各队列/职等之间进行比较， 理解在阅读发展的不同阶段，DLL的语言-阅读关系。要求1 将研究DLL的两种语言的口头语言技能的独特和共同贡献， 他们的英语阅读成绩。语言组件将包括元语言意识（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将调查的语言和阅读的关系，为DLL的 英语和西班牙语口语熟练程度不同。目标3将跟踪语言- 阅读关系随着时间的推移和跨队列/年级水平的发展。拟定的研究将 形成第二语言阅读模式的理论知识。结果也将有 这对阅读教学、评估和对DLL儿童的干预具有重要意义。

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.