ORACY/LITERACY DEVELOPMENT IN SPANISH-SPEAKING CHILDREN

讲西班牙语的儿童的发展和识字技能是我们社会的一个主要问题。这一领域最迫切需要研究的问题是英语学习中的语言素养发展。该计划项目申请的目的是确定讲西班牙语的儿童在英语和西班牙语中发展熟练识字技能的因素和条件。中心主题是，有很大的差异，在英语语言之间的识字技能的发展。涉及儿童、教师和儿童成长环境（学校、家庭、社区）的多个层面的因素和条件造成了这种差异。为了解释这种变异性，这些因素和条件必须由语言在识字技能的发展。为了解决这一目标和中心主题，我们提出了一个核心的纵向研究，从K-G3的1,440名儿童在144个教室的学校从3个地理区域：城市得克萨斯州，边境得克萨斯州，城市加州。这些孩子将从四种语言课程模式之一的课堂代表中选出：（1）英语语言沉浸;（2）早期退出;（3）晚期退出;（4）双语。建议开展五个项目：1）项目一（衡量）涉及制定和评价衡量英语和西班牙语口语能力、识字技能以及与识字有关的技能的工具; 2）项目II（发展）提出了一项为期4年的纵向研究（K-G3）的口语能力，识字技能和识字相关技能的增长; 3）项目III（教学）提供课堂教学实践的系统观察;项目IV（干预）评估高危英语学习者早期干预的效果。两个核心支持5个项目：核心A（行政核心）和核心B（数据管理、计算机和统计）。项目二至项目四以相同的核心纵向抽样为基础，并利用项目一（衡量）中制定的衡量标准。这项协同的多中心研究通过系统地评估“母语为西班牙语的儿童英语阅读和写作技能最有效和最有成效地发展的条件”来解决RFA的主要焦点。"

The development and literacy skills in children who speak Spanish is a major problem for our society. The most pressing issue for research in this area is the language in the literacy development of English-language learning. The objective of this program project application is to identify the factors and conditions under which children who speak Spanish develop proficient literacy skills in English and Spanish. The central theme is that there is substantial variability in the development of literacy skills among English-language. Multiple factors and conditions at levels involving the child, teacher, and the context in which the child develops (school, family, community) account for this variability. In order to explain this variability, these factor and conditions must by language in literacy skill development. To address this objective and central theme, we propose a core longitudinal study from K-G3 of 1,440 children in 144 classrooms in schools from 3 geographic regions: urban Texas, border Texas, and urban California. These children will be selected from classroom representative of one of 4 language program models; (1) English language immersion; (2) early exit; (3) late exit; and (4) dual language. Five projects are proposed: 1) Project I (Measurement) addresses the development and evaluation of instruments for measuring oral language proficiency, literacy skills, and literacy-related skills in English and Spanish; 2) Project II (Development) proposes a 4-year longitudinal study (K-G3) of the growth of oral language proficiency, literacy skills, and literacy-related skills; 3) Project III (Instruction) provides for systematic observations of classroom instructional practices; Project IV (Intervention) evaluates the efficacy of early interventions for high risk English-language learners. Two Cores support the 5 projects: Core A (Administrative Core); and Core B (Data Management, Computer, and Statistics). Projects II-IV are based on the same core longitudinal sample and utilize the measures developed in Project I (Measurement). This synergistic, multi-site study addresses the primary focus of the RFA by systematically evaluating "the condition under which English-language reading and writing skills are most efficiently and productively developed in children whose first language is Spanish."