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: 7714563
• 负责人: MARIELA M. PAEZ
• 金额: $ 19.75万
• 依托单位: CENTER FOR APPLIED LINGUISTICS
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-06-01 至 2012-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7714563
• 关键词: Area; Child; Complex; Comprehension; Conscious; Control Groups; Data; Development; Educational process of instructing; Effectiveness of Interventions; 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 program; literacy; model development; programs; 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和实施一个干预计划，以改善语言 西班牙语-英语双语幼儿园学生的技能，并评估干预的影响 他们早期的读写能力。干预计划将侧重于提高词汇量， 扩展的话语技能，儿童口头语言技能的各个方面已被证明是 与扫盲成果有关，研究已确定年轻双语者的薄弱领域 学生使用准实验设计，研究人员将开发和测试三种不同类型的 的干预措施，以探讨是否提高西班牙语词汇技能转移到提高英语 性能自动，或其效果是否取决于连接丰富的西班牙语 特别是新的英语学习。来自西班牙语背景的幼儿园儿童将在 被分配到四个组之一：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相联系，或无干预对照组。 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 儿童的口语能力; 2.比较在家里用母语提供课程的影响与 在幼儿园课堂上用英语授课的可能性，以及在幼儿园课堂上用英语授课的影响， 语言和地点同时进行; 3.通过明确比较西班牙语到英语的迁移结果，探索西班牙语到英语迁移的性质。 西班牙语-只有到西班牙语加英语版本的程序; 4.为了比较该计划对西班牙语技能不同的儿童的影响， 英文;及 5.探讨英语口语干预的短期效果之间的关系 技能及其对二年级英语读写能力的长期影响。 将该子项目与本项目提出的其他三个子项目和两个核心项目统一起来 项目是一个共同的模式，为发展文字知识和理解技能， 用于促进单词知识的方法，以及在进行研究时使用的方法。 像其他的子项目一样，它从普罗克特概述的第二语言阅读理解模型开始， Carlo，August，& Snow（2005），其中指出解码和口语技能很重要 在阅读过程中的因素，与口语（和词汇知识，特别是）是 更强的阅读预测理解。它还以跨项目的发现为基础 在研究计划概述中引用的分析表明，词汇的工具性作用， 在阅读理解中起作用。 与其他子项目一样，本研究认为词汇量是阅读的最佳预测因子之一 理解，它是一个复杂的结构，有许多组成部分，它是在多个学习 在家庭和学校的情况下，这是一个领域的特殊弱点，为ELLs，这是一个 第一语言到第二语言迁移的工作仅在最低限度内进行的领域 研究了 与次级项目3和4中概述的干预措施一样， 已经使用格雷夫斯（2006）提出的四管齐下的词汇计划进行了框架。的 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 语言经验;个别词汇教学;词汇学习策略教学;培养 词的意识。有强有力的证据表明，这四个组成部分是有效的战略， 提高词汇知识。因为这项研究关注的是幼儿， 干预措施是提供丰富多样的语言经验和教授个别单词。 这项研究也与其他拟议的研究在健全的方法， 程序项目。我们将收集纵向数据，并使用个人和多层次的增长模型， 为了阐明口头语言和识字技能之间的复杂关系， 语言和跨语言。增长模型也将允许检查这些技能 对英语和/或西班牙语的发展轨迹有影响。我们将使用指导 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;并采用措施 这是心理测量的声音，以及与其他子项目所使用的一致， 使跨项目分析成为可能。