PREDICTING ENGLISH LITERACY IN SPANISH-SPEAKING CHILDREN

描述：（改编自申请人的描述）重要的是研究 西班牙语儿童识字发展的前体， 人口面临辍学和相关的行为和心理风险 由于没有发展足够的识字能力而引起的健康问题。 西班牙语国家识字发展的两年纵向研究 孩子们将被引导。 主要目的是确定识字率是否 在第二和第三阶段，讲西班牙语的儿童在英语方面存在困难， 三年级可以从西班牙语的认知测试中预测 在幼儿园开始的时候，在一年级结束的时候， 一 第二个目的是探索西班牙语识字技能的预测因素， 孩子们完成了一年级。 幼儿园的电池已经 第二天早上，一个人在医院里做了检查。 建议的融资期限。 该提案要求在第二和第三阶段进行测试 年级年。 孩子们正在参加一个独特的项目， 接受西班牙语的结构化多感官识字培训， 前两年的正规教育，同时学习口语技能 用英语 在一年级，孩子们开始一个结构化的多感官 与西班牙语扫盲密切平行的英语扫盲计划 计划，并继续英语扫盲计划进入第二和第三 成绩 研究样本由330名被调查者组成， 1998年秋季和1999年春季，西班牙语预测任务电池。 初步结果表明，儿童的识字能力 在幼儿园结束时，年龄适当，并与预测 在幼儿园开始时给予电池。 孩子们将接受测试 在他们一年级的春天， 预测任务，以及西班牙语识字测试。 他们也将接受考验 在他们的第二和第三年级结束时， 识字测试 预测电池是基于英语的研究， 突出了语音意识，语音解码，印刷意识， 表达性词汇、文字记忆和字母知识作为 早期阅读发展。 由于没有西班牙语的预测研究， 这项研究将根据《公约》的翻译和改编， 英语语言措施。 然而，大多数测试都来自 伍德科克语言能力测试 该电池包括以下措施： 英语和西班牙语的语言和识字技能， 母语人士和校准，以允许有意义的比较， 语言 分析将集中在以下问题上： 双语样本的英语阅读和写与 以前对单语英语儿童的研究。 的比较 西班牙语和英语读写能力的最佳预测者也将被制作出来。 的 测试测量与教师评定的语言偏好的共变， 将探讨社会人口和社会经济变量。

DESCRIPTION: (Adapted from applicant's description) It is important to study the precursors of literacy development in Spanish-speaking children, as this population is at-risk for school drop-out and associated behavioral and mental health problems that are consequent upon failure to develop adequate literacy. A two-year longitudinal study of literacy development in Spanish-speaking children will be conducted. The primary aim is to determine whether literacy difficulties in English among Spanish-speaking children in the second and third grades can be predicted from a cognitive test battery given in Spanish at the beginning of kindergarten and in English at the end of first grade. A secondary aim is to explore the predictors of Spanish literacy skills when the children reach the end of 1st grade. The kindergarten battery has already been administered, and the first grade battery will be given prior to the proposed period of funding. The proposal calls for testing in the 2nd and 3rd grade years. The children are participating in a unique program in which they are given structured multi-sensory literacy training in Spanish during the first two years of formal schooling, while simultaneously learning oral skills in English. During 1st grade, the children begin a structured multi-sensory literacy program in English that is closely parallel to the Spanish literacy program, and continue the English literacy program into the second and third grades. The study sample consists of 330 kindergartners who were given a battery of predictive tasks in Spanish in fall, 1998, and spring, 1999. Preliminary results indicate that the children's literacy skills are age-appropriate at the end of kindergarten, and correlated with the predictive battery given at the outset of kindergarten. The children will be tested again in the spring of their first grade year on English versions of the same predictive tasks, as well as Spanish literacy tests. They will also be tested at the end of their 2nd and 3rd grade years on an extensive battery of literacy tests. The predictive battery is based on research in English which highlights phonological awareness, phonological decoding, print awareness, expressive vocabulary, verbal memory, and letter knowledge as predictors of early reading development. Since there are no predictive studies in Spanish, the study will develop some measures based on translations and adaptations of English language measures. However, the majority of the tests are from the Woodcock Language Proficiency Battery. This battery includes measures of language and literacy skills in both English and Spanish that were normed on native speakers and calibrated to allow meaningful comparisons across languages. Analyses will focus on the question of whether predictors of reading and writing in English are the same for the bilingual sample as in previous studies of monolingual English speaking children. Comparisons of the best predictors of Spanish and English literacy will also be made. The co-variation of the test measures with teacher-rated language preferences, sociodemographic and socioeconomic variables will be explored.