Language and Literacy Development in Mexican Children

墨西哥儿童的语言和读写能力发展

• 批准号: 6873930
• 负责人: Claude Goldenberg
• 金额: $ 50.58万
• 依托单位: CALIFORNIA STATE UNIVERSITY LONG BEACH
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-05-15 至 2009-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6873930
• 关键词: Mexican Americans; Mexico; behavioral /social science research tag; child psychology; clinical research; developmental psychology; education evaluation /planning; educational psychology; family structure /dynamics; interview; language development; longitudinal human study; middle childhood (6-11); nonEnglish language; outcomes research; phonology; psychological tests; psychometrics; questionnaires; reading; socioeconomics; socioenvironment; sociolinguistics; verbal behavior

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.

描述（由申请人提供）：本申请是R 01 HD 044923 -01的修订版，R 01 HD 044923 -01是一项在方法和理论上与西班牙语儿童口语/识字发展项目（P01 HD 39521）相关的现场启动研究。拟议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。这项研究将使用的措施开发和HD 39521目前正在进行中的学校和社区在加州和得克萨斯州。拟议的研究将审查有可能影响墨西哥讲西班牙语儿童识字能力发展的具体因素，特别强调可能使英语和西班牙语阅读和相关技能发展不同的因素。这些因素包括：作为音素意识中介的音节意识、注重音节结构的正式阅读教学、包括讲故事传统做法在内的家庭识字做法，以及获得社区识字资源的机会。学生将从瓜达拉哈拉大都市区不同背景下的三所公立学校中抽样：（1）受土著文化影响的主要工人阶级地区，（2）工人和中产阶级混合社区，其中大部分人口与美国有家庭联系，（3）中产阶级占主导地位。一个队列序贯设计涉及5个队列的儿童将被用来招募一个大的纵向队列的学生跨越1至3年级。我们将招募一年级，二年级和三年级的学生和教室，在年初和年底评估学生，每年在教室里观察5次--3次使用我们在美国使用的编码观察协议，两次使用民族志协议，旨在确定结构化预编码协议可能无法评估的墨西哥教室的特征。在第二年，从第一年开始的一年级和二年级的学生再次被跟踪，现在分别在二年级和三年级，同时招收一年级的新学生。这个过程在第三年重复。总体而言，该研究包括在以下等级中观察到的5个队列-队列A：1-3级; B：1-2级; C：3级; D：2- 3级; E：1级。因此，在一年级、二年级和三年级分别观察到三个队列的120名儿童。这种设计允许研究随着时间的推移影响识字发展的因素，同时收集参与学校1-3年级学生的比较横截面数据。该项目解决了系统研究英语以外的字母语言识字发展的需要，这种语言在音节结构和拼写透明度方面不同于英语，并且在家庭和社区环境中发展，其口头语言和识字使用模式不同于美国背景下讲英语的人。