ORACY/LITERACY DEVELOPMENT IN SPANISH-SPEAKING CHILDREN

说西班牙语的儿童的发展和识字能力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语言在英语学习中的识字发展。该方案项目申请的目标是确定说西班牙语的儿童在哪些因素和条件下发展熟练的英语和西班牙语识字技能。中心主题是，在英语语言的识字技能发展方面有很大的差异。在涉及儿童、教师和儿童发展的环境(学校、家庭、社区)的层面上，多种因素和条件导致了这种差异。为了解释这种差异，这些因素和条件必须通过语言在识字技能上的发展。为了解决这一目标和中心主题，我们提出了一项来自K-G3的核心纵向研究，对象是来自3个地理区域的144个教室的1,440名儿童：德克萨斯州市区、德克萨斯州边境和加利福尼亚州市区。这些孩子将从以下四种语言项目模式中的一种中挑选出来：(1)英语语言沉浸式；(2)提前退出；(3)延迟退出；(4)双语。提出了五个项目：1)项目I(测量)制定和评估了衡量英语和西班牙语口语水平、扫盲技能和扫盲相关技能的工具；2)项目II(发展)提出了一项为期4年的关于口语水平、扫盲技能和扫盲相关技能发展的纵向研究(K-G3)；3)项目III(教学)对课堂教学实践进行了系统观察；项目IV(干预)评估了针对高危英语学习者的早期干预措施的效果。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)。项目二至四以相同的纵向核心样本为基础，并采用项目一(测量)中制定的措施。这项多地点的协同研究通过系统地评估“母语为西班牙语的儿童在何种条件下英语阅读和写作技能得到最有效和富有成效的发展”，解决了RFA的主要焦点问题。

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."