Improving the language and literacy skills of Spanish-English Bilingual Kindergar

提高西英双语幼儿园的语言和读写能力

• 批准号: 8304971
• 负责人: MARIELA M. PAEZ
• 金额: $ 20.34万
• 依托单位: CENTER FOR APPLIED LINGUISTICS
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至 2013-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8304971
• 关键词: Area; Child; Complex; Comprehension; Conscious; Control Groups; Data; Development; Educational process of instructing; Ensure; Experimental Designs; Fostering; Growth; Home environment; Individual; Intervention; Knowledge; Language; Learning; Light; Link; Long-Term Effects; Longitudinal Studies; Measures; Mentors; Methodology; Methods; Modeling; Nature; Oral; Outcome; Outcomes Research; Performance; Play; Process; Reading; Research; Research Design; Research Personnel; Role; Schools; Snow; Students; Testing; Vocabulary; Work; design; experience; improved; intervention effect; intervention program; kindergarten; literacy; model development; programs; second grade; skills; sound; therapy design

This longitudinal study will design and implement an intervention program to improve the language skills of Spanish-English bilingual kindergarten students and to assess the impact of the intervention on their early literacy skills. The intervention program will focus on improving vocabulary and extended discourse skills, aspects of children's oral language skills that have been shown to be related to literacy outcomes and that research has identified as areas of weakness for young bilingual students. Using a quasi-experimental design, the researcher will develop and test three different types of interventions to explore whether improved Spanish vocabulary skills transfer to improved English performance automatically, or whether their effect depends on linking enrichment in Spanish specifically to new English learning. Kindergarten children from Spanish-speaking backgrounds will be assigned to one of four groups¿¿Spanish home intervention, English classroom intervention, Spanish home intervention linked to English classroom intervention, or a no-intervention control group. The study design has five aims: 1. To develop and implement an intervention program designed to improve Spanish-speaking children's oral language skills; 2. To compare the impact of delivering the program in the native language at home with the impact of delivering it in English in the kindergarten classroom and the impact ofdelivering it in both languages and venues simultaneously; 3. To explore the nature of transfer from Spanish to English by explicitly comparing outcomes for the Spanish-only to the Spanish-plus-English versions of the program; 4. To compare the impact of the program on children with varying degrees of skill in Spanish and English; and 5. To examine the relationships between the short-term effects of the intervention on oral English skills and its long-term effects on English literacy through second grade. Unifying the this subproject with the other three subprojects and two cores proposed in this program project is a shared model for the development of word knowledge and comprehension skills, the approaches used to promote word knowledge, and the methods used in the conduct of the research. Like the other subprojects, it begins with the model of L2 reading comprehension outlined by Proctor, Carlo, August, & Snow (2005), which states that decoding and oral language skills are important factors in the reading process, with oral language (and vocabulary knowledge, in particular) being stronger reading predictors of comprehension. It also builds on findings from the cross-project analyses cited in the Research Program Overview that indicate the instrumental role that vocabulary plays in reading comprehension. Like the other subprojects, this study recognizes that vocabulary is one of best predictors of reading comprehension, that it is a complex construct that has many components, that it is learned in multiple contexts at both home and school, that it is a domain of particular weakness for ELLs, and that it is a domain in which the workings of first to second language transfer have been only minimally investigated. Like the interventions outlined in Subprojects 3 and 4, the design of the interventions proposed here have been framed using the four-pronged vocabulary program proposed by Graves (2006). That program outlines four components of an effective vocabulary program: providing rich and varied language experiences; teaching individual words; teaching word-learning strategies; and fostering word consciousness. There is strong evidence that these four components are effective strategies for improving vocabulary knowledge. Because this study is concerned with young children the focus of the intervention is on providing rich and varied language experiences and teaching individual words. This study also shares a commitment to sound methodology with the other proposed studies in the program project. We will collect longitudinal data and use individual and multilevel growth modeling in order to shed light on the complex relationships among oral language and literacy skills, both within language and across languages. Growth modeling will also allow for an examination of those skills that have an effect on developmental trajectories in English and/or Spanish. We will use mentoring and professional development to ensure that the interventions are well implemented; measure home and classroom contextual variables that might influence students' outcomes; and employ measures that are psychometrically sound as well as consistent with those used by the other subprojects to make cross-project analyses possible.

这项纵向研究将设计并实施一项旨在提高语言水平的干预计划 西语-英语双语幼儿园学生的技能及干预效果评估 关于他们早期的识字能力。干预计划将侧重于提高词汇量和 扩展的话语技能，已被证明是儿童口语技能的几个方面 与识字结果有关，研究已确定为年轻双语者的薄弱领域 学生们。使用准实验设计，研究人员将开发和测试三种不同的类型 一系列干预措施，以探索提高的西班牙语词汇技能是否会转化为提高的英语 自动执行，或者它们的效果是否取决于西班牙语中的链接丰富 特别是对新英语的学习。来自西班牙语背景的幼儿园儿童将被 被分配到四组中的一组？西班牙语家庭干预，英语课堂干预，西班牙语 家庭干预与英语课堂干预挂钩，或不干预对照组。 研究设计有五个目标： 1.制定和实施旨在提高西班牙语水平的干预计划 儿童的口语技能； 2.比较在家中用母语授课的影响和影响 在幼儿园课堂上用英语授课以及在两者中授课的影响 语言与场地并举； 3.通过明确比较从西班牙语向英语迁移的结果，来探索从西班牙语向英语迁移的性质 西班牙语-仅限西班牙语加英语版本的程序； 4.比较该计划对西班牙语和西班牙语水平不同的儿童的影响 英语；以及 5.考察英语口语干预的短期效果之间的关系 技能及其对从二年级到小学二年级的英语阅读能力的长期影响。 将这个子项目与本方案中提议的其他三个子项目和两个核心项目统一起来 项目是发展单词知识和理解技能的共享模式， 用来促进词汇知识的方法，以及在进行研究时使用的方法。 像其他子项目一样，它从Proctor概述的二语阅读理解模型开始， 卡洛，八月，斯诺(2005)，其中指出，解码和口语技能是重要的 阅读过程中的因素，尤其是口语(尤其是词汇知识) 阅读对理解的预测作用更强。它还建立在交叉项目的结果基础上 在研究计划概述中引用的分析表明词汇的工具性作用 在阅读理解中发挥作用。 与其他子项目一样，本研究认识到词汇是预测阅读的最佳因素之一 理解，它是一个复杂的结构，有许多组成部分，它是在多个 家庭和学校的背景，这是Ells特别薄弱的领域，而且它是一个 从第一语言到第二语言迁移的工作原理只有最低限度的领域 调查过了。 与次级项目3和4中概述的干预措施一样，这里提出的干预措施的设计 都是根据Graves(2006)提出的四管齐下的词汇计划来制定的。那 该计划概述了有效词汇计划的四个组成部分：提供丰富多样的 语言体验；教授单个单词；教授单词学习策略；以及培养 文字意识。有强有力的证据表明，这四个组成部分是 提高词汇知识。因为这项研究关注的是幼儿，重点是 干预的重点是提供丰富多彩的语言体验和教授个别单词。 这项研究也致力于完善的方法论，与 计划项目。我们将收集纵向数据，并在 为了阐明口语和识字技能之间的复杂关系， 语言和跨语言。增长建模还将允许对这些技能进行检查 这对英语和/或西班牙语的发展轨迹有影响。我们将使用辅导 和专业发展，以确保干预措施得到很好的实施；衡量家庭 和可能影响学生成绩的课堂情境变量；并采取措施 在心理测量学上是健全的，并且与其他子项目使用的一致 使跨项目分析成为可能。