ORACY/LITERACY DEVELOPMENT IN SPANISH-SPEAKING CHILDREN

说西班牙语的儿童的发展和读写能力是我们社会的一个主要问题。这一领域的研究最紧迫的问题是语言在英语学习中的读写能力发展。本项目申请的目的是确定说西班牙语的儿童发展英语和西班牙语熟练读写技能的因素和条件。中心主题是，在英语语言的读写能力的发展有很大的变化。在涉及儿童、教师和儿童发展环境（学校、家庭、社区）的各个层面上的多种因素和条件解释了这种差异。为了解释这种可变性，这些因素和条件必须由语言在读写技能的发展。为了解决这一目标和中心主题，我们提出了一项核心纵向研究，研究对象是来自3个地理区域的144个教室的1440名儿童：德克萨斯州城市、德克萨斯州边境和加利福尼亚州城市。这些孩子将从4种语言项目模式中的一种中选出课堂代表；(1)英语语言沉浸；(2)提前退出；(3)晚退；(4)双语。提出了五个项目：1)项目一（测量）涉及开发和评估用于测量英语和西班牙语口语能力、读写能力和与读写能力有关的技能的工具；2)项目二（发展）提出一项为期4年的纵向研究（K-G3），研究口语能力、读写能力和读写相关技能的增长；3)项目三（教学）对课堂教学实践进行系统观察；项目四（干预）评估早期干预对高危英语学习者的效果。两个核心支持5个项目：核心A（行政核心）；核心B（数据管理、计算机和统计）。项目II-IV基于相同的核心纵向样本，并利用项目I（测量）中开发的测量方法。这个协同的、多地点的研究通过系统地评估“英语阅读和写作技能在以西班牙语为第一语言的儿童中最有效和最有成效地发展的条件”，解决了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."