Language and Literacy Development in Mexican Children

描述（由申请人提供）：本申请是对R01 HD044923-01的修订，R01 HD044923-01是一项实地发起的研究，在方法和理论上与西班牙语儿童的语言/读写能力发展项目（P01 HD39521）相关联。拟议的纵向项目的目标是研究墨西哥600名一至三年级儿童的语言和识字发展。这项研究将使用为HD39521开发和使用的措施，目前正在加利福尼亚州和德克萨斯州的学校和社区进行。拟议的研究将审查可能影响墨西哥讲西班牙语儿童识字发展的具体因素，特别强调可能区分英语和西班牙语阅读和相关技能发展的因素。这些因素包括音节意识作为音位意识的中介、注重音节结构的正式阅读教学、包括讲故事的传统做法在内的家庭识字实践，以及在社区获得识字资源。学生将从瓜达拉哈拉大都会区不同背景的三所公立学校中取样：(1)受本土文化影响的以工人阶级为主的地区，(2)工人阶级和中产阶级混合的社区，其中大部分人口与美国有家庭关系，(3)以中产阶级为主的社区。将采用包括5个儿童队列的队列-序列设计来招募一至三年级的大型纵向队列学生。我们将招募1年级、2年级和3年级的学生和教室，在年初和年底对学生进行评估，并每年在教室中进行5次观察——其中3次使用我们在美国研究中使用的编码观察协议，两次使用旨在识别墨西哥教室特征的民族志协议，这些特征是结构化的预编码协议可能无法评估的。在第二年，一年级和二年级的学生再次被跟踪，现在分别是二年级和三年级，同时招收新的一年级学生。这个过程在第三年重复。本研究共包括5个队列，分为以下年级：队列A: 1-3级；B: 1-2级；C: Gr 3；D: Gr 2-G3；艾凡:Grl。因此，我们观察了三组120名一年级儿童，三组二年级儿童，三组三年级儿童。该设计允许研究影响读写能力发展的因素，同时收集参与学校1-3年级学生的比较横断面数据。该项目解决了对非英语字母语言的读写能力发展进行系统研究的需求，这种语言在音节结构和正字法透明度方面与英语不同，并且在家庭和社区环境中发展，其口语和读写能力的使用模式与美国英语使用者的经历不同。

DESCRIPTION (provided by applicant): This application is a revision to R01 HD044923-01, a field-initiated study linked methodologically and theoretically with the Program Project Oracy/Literacy Development in Spanish-speaking Children (P01 HD39521). The objective of the proposed longitudinal project is to study language and literacy development among 600 children in grades I through 3 in Mexico. This study will use measures developed for and used in HD39521 currently underway in schools and communities in California and Texas. The proposed study will examine specific factors that have the potential to influence literacy development among Spanish speaking children in Mexico, with specific emphasis on elements that might differentiate the development of reading and related skills in English and Spanish. These factors include syllabic awareness as a mediator of phonemic awareness, formal reading instruction focusing on syllabic structures, family literacy practices including the traditional practice of storytelling, and access to literacy resources in the community. Students will be sampled from three public schools in different contexts in the Guadalajara metropolitan area: (1) a predominantly working class area with indigenous cultural influences, (2) a mixed working and middle class community with a large percentage of the population with family ties to the U.S., and (3) a predominantly middle class community. A cohort-sequential design involving 5 cohorts of children will be used to recruit a large longitudinal cohort of students spanning Grades 1 to 3. We will recruit cohorts of Grade 1, 2, and 3 students and classrooms, assess students at the beginning and end of the year, and observe in the classrooms 5 times each year--3 times with coded observation protocols used in our U.S. studies and twice with ethnographic protocols designed to identify features of Mexican classrooms that structured pre-coded protocols might not assess. In year 2, the Grade 1 and Grade 2 cohorts from year one are again followed, now in Grades 2 and 3, respectively, while a new cohort of Grade 1 students is recruited. This process is repeated in year 3. In total, the study includes 5 cohorts observed in the following grades-Cohort A: Gr 1-3; B: Gr 1-2; C: Gr 3; D: Gr 2-G3; E:Grl. Thus, three cohorts of 120 children are observed in Grade 1, three in Grade 2, and three in Grade 3. This design permits study of-factors influencing literacy development over time, while collecting comparative cross-sectional data on students in grades 1-3 at the participating schools. This project addresses the need for systematic study of literacy development in an alphabetic language other than English, that differs from English with respect to syllabic structure and orthographic transparency, and which develops in family and community settings with patterns of oral language and literacy use that differ from those experienced among English speakers in U.S. contexts.