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BILINGUAL PRESCHOOLERS--PRECURSORS TO LITERACY

双语学龄前儿童——识字的先行者

基本信息

批准号：
6743697
负责人：
Carol Scheffner Hammer
金额：
$ 76万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2000
资助国家：
美国
起止时间：
2000-09-01 至 2007-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/6743697
关键词：
Puerto Rican academic achievement clinical research human subject language development learning disorders longitudinal human study multilingualism nonEnglish language preschool child (1-5)

项目摘要

DESCRIPTION: (Adapted from applicant's description) Becoming literate is a multifaceted skill that all children must accomplish. Literacy becomes more complex for Spanish speaking children because they begin the literacy process with varied language experiences. Children may be raised in a home in which Spanish is the only language spoken and may become bilingual sequentially when they enter an educational setting. Others learn both languages simultaneously. Literacy development may be further complicated by differences between the home and school environments. This prospective longitudinal study addresses three interrelated questions: (a) What are the differences in the rate and quality of language and literacy development between children learning Spanish and English sequentially and simultaneously? (b) What factors of oral language development and the environment result in positive and negative literacy outcomes in bilingual children? and (c) How do the specific characteristics of bilingual children's linguistic systems relate to literacy outcomes and how does the home environment buffer children against negative outcomes? To address these questions, this study examines the language acquisition, literacy development, and home environment of 100 children of Puerto Rican descent who attend Head Start. Fifty children acquiring Spanish and English sequentially and 50 acquiring the two languages simultaneously will be studied from the ages of four to six years. The development of a subset of 24 children will be studied in depth. The results of the investigation will inform us of (a) the patterns of bilingual language acquisition that result in better literacy abilities; and (b) specific factors that should be targeted in interventions to facilitate better outcomes.

描述：（改编自申请人的描述）成为识字是一个所有孩子都必须掌握的多方面技能。识字变得更加对讲西班牙语的孩子来说很复杂，因为他们开始识字的过程不同的语言经验。孩子们可能在一个家庭中长大，西班牙语是唯一的语言，并可能成为双语顺序时，他们进入一个教育环境。其他人学习两种语言同步扫盲发展可能会因以下因素而进一步复杂化：家庭和学校环境的差异。这项前瞻性纵向研究涉及三个相互关联的问题：（a）语言和识字发展速度和质量的差异孩子们同时学习西班牙语和英语的区别吗 (b)口语发展和环境的哪些因素导致双语儿童的积极和消极识字结果？（c）如何双语儿童语言系统的特殊性与以及家庭环境如何缓冲儿童对负面结果？为了解决这些问题，本研究探讨了语言习得、识字发展和家庭环境波多黎各血统的儿童参加了“开端”项目。 50个孩子依次学习西班牙语和英语，同时将从4岁到6岁进行研究。的将深入研究24名儿童的发展情况。结果调查的结果将告诉我们（a）双语语言的模式（B）具体因素干预措施应针对这一点，以促进取得更好的成果。

项目成果

期刊论文数量（16）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten.

DOI：
10.1080/10888430902769541
发表时间：
2009-04-01
期刊：
Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
影响因子：
0
作者：
Hammer CS;Davison MD;Lawrence FR;Miccio AW
通讯作者：
Miccio AW

English Narrative Macrostructure Development of Spanish-English Bilingual Children From Preschool to First Grade.

学前至一年级西英双语儿童的英语叙事宏观结构发展。

DOI：
10.1044/2021_ajslp-20-00046
发表时间：
2021
期刊：
American journal of speech-language pathology
影响因子：
2.6
作者：
Bitetti,Dana;Hammer,CarolScheffner
通讯作者：
Hammer,CarolScheffner

Development of 14 English grammatical morphemes in Spanish-English preschoolers.

DOI：
10.3109/02699206.2012.700679
发表时间：
2012-08
期刊：
Clinical linguistics & phonetics
影响因子：
1.2
作者：
Davison MD;Hammer CS
通讯作者：
Hammer CS

The effect of summer vacation on bilingual preschoolers' language development.

DOI：
10.1080/02699200802028033
发表时间：
2008-09
期刊：
Clinical linguistics & phonetics
影响因子：
1.2
作者：
Hammer CS;Lawrence FR;Miccio AW
通讯作者：
Miccio AW

Bilingual children's language abilities and early reading outcomes in Head Start and kindergarten.

DOI：
10.1044/0161-1461(2007/025
发表时间：
2007-07
期刊：
Language, speech, and hearing services in schools
影响因子：
0
作者：
C. Hammer;F. Lawrence;A. Miccio
通讯作者：
C. Hammer;F. Lawrence;A. Miccio

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Carol Scheffner Hammer其他文献

Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

双语学习者早期语言干预的社会有效性：文献的系统回顾

DOI：
10.1177/0271121419901289
发表时间：
2020
期刊：
Topics in Early Childhood Special Education
影响因子：
2.1
作者：
Anne L. Larson;Z. An;Carla L. Wood;Yuuko Uchikoshi;Lauren M. Cycyk;Carol Scheffner Hammer;Kelly Escobar;Kate Roberts
通讯作者：
Kate Roberts

Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S.

我们都说同一种语言吗？

DOI：
10.1080/10409289.2020.1718473
发表时间：
2020
期刊：
Early Education and Development
影响因子：
2.9
作者：
L. López;E. Komaroff;Carol Scheffner Hammer;Barbara L. Rodríguez;Shelley E. Scarpino;Dana Bitetti;B. Goldstein
通讯作者：
B. Goldstein

Knowledge, writing, and language outcomes for a reading comprehension and writing intervention

阅读理解和写作干预的知识、写作和语言结果

DOI：
发表时间：
2013
期刊：
影响因子：
0
作者：
Linda H. Mason;M. Davison;Carol Scheffner Hammer;Carol A. Miller;J. Glutting
通讯作者：
J. Glutting

Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children

调查低收入拉丁裔 DLL 学龄前儿童积极同伴互动的发展情况

DOI：
发表时间：
2023
期刊：
Early Education and Development
影响因子：
2.9
作者：
Rica Ramírez;L. López;Olivia Hernandez Gonzalez;Marcela Galicia;Eugene Komaroff;Carol Scheffner Hammer
通讯作者：
Carol Scheffner Hammer