Development of first- and second-language vocabulary knowledge among language-minority children: evidence from single language and conceptual scores.
Development of first- and second-language vocabulary knowledge among language-minority children: evidence from single language and conceptual scores.
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语言少数群体儿童第一和第二语言词汇知识的发展：来自单一语言和概念分数的证据。
DOI：
10.1017/s0305000917000538
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发表时间：
2018
影响因子：
2.2
通讯作者：
Lonigan,ChristopherJ
中科院分区：
文献类型：
--
作者：
Goodrich,JMarc;Lonigan,ChristopherJ
本研究从学龄前开始，通过对944名语言少数民族儿童进行大样本(N=944)的单语词汇评估和概念测试，评估了他们在两个学年中词汇知识的发展情况。结果表明，尽管儿童在研究开始时西班牙语词汇知识的原始分数高于英语词汇知识的原始分数，但在研究的第一年结束时，情况发生了逆转。同样，在研究开始时，独有西班牙语词汇得分大于独有英语或共享西班牙语-英语词汇得分；然而，在研究第一年结束时，儿童共享西班牙语-英语词汇得分大于独有英语词汇得分，后者大于独有西班牙语词汇得分。这些趋势一直持续到研究的第二年。这些结果表明，对于第二语言接触有限的儿童来说，概念评分是一种有用的评估技术。对评估和教学的影响进行了讨论。
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared Spanish–English vocabulary scores; however, by the end of the first year of the study children's shared Spanish–English vocabulary scores were larger than unique English vocabulary scores, which were larger than unique Spanish vocabulary scores. These trends continued through the second year of the study. These results suggest that conceptual scoring is a useful assessment technique for children with limited exposure to their second language. Implications for assessment and instruction are discussed.
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DOI：
--
发表时间：
1989
期刊：
影响因子：
--
作者：
S. Neuman
通讯作者：
S. Neuman
第一印象：儿童通过一次接触获得的单词知识
影响因子：
2.1
作者：
David K. Dickinson
通讯作者：
David K. Dickinson
影响因子：
3.7
作者：
A. K. Kurtz;Samuel T. Mayo
通讯作者：
A. K. Kurtz;Samuel T. Mayo
电视的教训：孩子们在观看时学习单词。
影响因子：
4.6
作者：
M. Rice;Linda Woodsmall
通讯作者：
Linda Woodsmall
影响因子：
48
作者：
Ecker, Christine;Bookheimer, Susan Y.;Murphy, Declan G. M.
通讯作者：
Murphy, Declan G. M.