BILINGUAL EARLY LANGUAGE AND LITERACY SUPPORT (BELLS)

描述（由申请人提供）：识字需要一套应急识字技能，反过来，既需要印刷相关的经验和早期口语能力的基础。对于来自讲西班牙语家庭的儿童，接触英语和/或西班牙语或英语口语能力有限可能会直接或间接地限制其英语读写能力的发展。这些限制的最终结果导致学业成绩不佳（Goldenberg，1987），这是美国Hispamc人群中的一个持续问题，其中只有63%的学生从高中毕业（Healthy People 2000）。这些局限性可以通过早期接触英语以及丰富的家庭语言环境来改善。 双语早期语言和识字支持（BELLS）项目由NIH和OERI资助（合同编号5-R 01-HD 39501），旨在测试西班牙语/双语儿童的语言和紧急识字结果，这些儿童要么参加了包括英语暴露/沉浸和家庭语言和识字支持的幼儿计划，要么在社区中，幼儿经验有限。 贝尔被资助评估儿童到幼儿园入学。然而，许多参加Bells项目的孩子将在Bells项目结束之前进入幼儿园，并且当项目结束时，许多孩子将上一年级。文献支持纵向研究，跟踪儿童从幼儿到学校设置（狄金森和麦凯布，2001年）。这项补充研究的目的是跟随贝尔儿童进入幼儿园和一年级。 这将使我们能够检查学校和家庭的途径，以阅读的成就。

DESCRIPTION (provided by applicant): Literacy requires a prior set of emergent literacy skills that, in turn, require both print-related experiences and a foundation of early oral language competence. For children from Spanish-speaking homes, limited exposure to English and/or limited oral language competence in either Spanish or English may limit the development of their emergent English literacy both directly and indirectly. The eventual results of these limitations contribute to academic underachievement (Goldenberg, 1987), a persistent problem in the US Hispamc population in which only 63% of students graduate from high school (Healthy People 2000). These limitations may be ameliorated by early exposure to English language in addition to an enriched home language environment. The Bilingual Early Language and Literacy Support (BELLS) project was funded by NIH and OERI (Contract# 5-R01- HD39501) to test the language and emergent literacy outcomes of Spanish-speaking/bilingual children who either were enrolled in an early childhood program that included English exposure/immersion and home language and literacy support or were in a community, where limited early childhood experiences were available. BELLS was funded to assess children up to Kindergarten entry. However, many of the children enrolled in BELLS will be entering kindergarten prior to the end of the BELLS project and many will be in first grade when the project ends. The literature supports longitudinal research that follows children from early childhood into the school setting (Dickinson & McCabe, 2001). The purpose of this supplemental study will be to follow BELLS children into Kindergarten and first grade. This will allow us to examine school and home pathways to reading achievement.