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1.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
2.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
3.
陈亚囡 《鞍山师范学院学报》2015,(1):80-83
本文基于对“学习”与“习得”两种获得语言方式的效果比较及我国语言、文化背景的分析,认为我国学前儿童获得英语的方式应通过转变教育目标、教育者课堂行为以及创设自然语境等三方面实现从“学习”到“习得”趋向的转化,使其获得第二语言,即英语。 相似文献
4.
Carolyn S. Gosse Anita S. McGinty Andrew J. Mashburn LaVae M. Hoffman Robert C. Pianta 《Early education and development》2014,25(1):110-133
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy. 相似文献
5.
The purpose of present paper was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing
an English language learning intervention to kindergarten children in a playful and supportive environment. It focused on
developing children’s oral skills through participating in creative child-appropriate activities and interacting in small
groups. The intervention, extended in a period of an academic year, was coordinated in two phases; in the first, ‘warm-up’
phase, a visual approach was followed and in the second one, the basic phase of the intervention, 12 sessions of relevant
topics were included, each one carried out in four steps. On the other hand, it aimed at investigating the degree to which
‘rule play’ could contribute to oral skills acquisition and vocabulary development. For this purpose, an effectiveness study
was conducted which revealed the positive effects of the intervention on early foreign language learning. 相似文献
6.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. 相似文献
7.
Bridget A. Walsh Katherine Kensinger Rose Claudia Sanchez Melissa M. Burnham 《Early Childhood Education Journal》2012,39(6):383-390
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children,
while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the
extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head
Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting
labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish
was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary
noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children
in Head Start and future avenues for research are discussed. 相似文献
8.
Dorothy Valcarcel Craig 《Early Childhood Education Journal》2000,27(3):179-184
As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting
challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and
rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs
emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate
learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early
learning educators as well as parents with models for replication. 相似文献
9.
This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. 相似文献
10.
Bidirectionality in Self‐Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool 
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下载免费PDF全文 Significant differences in language and self‐regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self‐regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self‐regulation skills for monolingual English and DLL preschool children (N = 250) from mixed‐income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLLs. Results provide strong empirical support for vocabulary serving as a leading indicator of self‐regulation skills in preschool. Findings also suggest that early self‐regulation skills play a particularly important role for vocabulary development. 相似文献
11.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
12.
The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language
and Literacy (TROLL; Dickinson et al. in Teacher rating of oral language and literacy (TROLL): a research-based tool. Center
for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor, 2001) and a direct behavioral measure of language development, the Preschool Language Scale-4 (PLS-4; Zimmerman et al. in Preschool
Language Scale-4. The Psychological Corporation, San Antonio, 2002), among English-speaking (n = 210), Spanish-speaking (n = 34), and English/Spanish bilingual (n = 109) typically-developing preschool children. Three hundred and fifty-three preschool children who attended early childhood
education programs in an urban area of the Southwestern United States participated. Preschool teachers completed the TROLL,
and the PLS-4 was individually administered to the children at preschool centers. The TROLL and PLS-4 were significantly correlated
for English-speaking children, but with small effect sizes noted. For Spanish-speaking children, the TROLL and the expressive
subscale of the PLS-4 were not significant, and for bilingual children the TROLL and PLS-4 were not significant. English-speaking
children scored higher on the TROLL than the Spanish-speaking and bilingual children. Finally, a higher proportion of Spanish-speaking
and bilingual children received a TROLL score at or below the 10th percentile. Results suggest that the TROLL did not adequately
capture typically developing children’s linguistic and literacy development in a uniform manner across language groups. Caution
is recommended when relying upon a single instrument to describe the emergent literacy and language skills of preschool children
from Spanish-speaking and bilingual backgrounds. 相似文献
13.
L. Figueredo 《Reading and writing》2006,19(8):873-905
Currently, there is a practical demand and necessity for research on how English-as-a-second language (ESL) learners acquire literacy skills, such as spelling. One important issue of this research agenda is how ESL learners apply first-language knowledge to learning to spell in English. Twenty-seven studies were reviewed that investigated the influence of the first language on ESL learners’ development of English spelling skill. Evidence was found for both positive and negative transfer of first-language knowledge and processes to ESL learners’ English spelling. These results are in agreement with theoretical propositions about the interdependence between first- and second-language academic skills [e.g., Cummins, J. (1981). In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles]. The findings are discussed in relation to the ESL learner’s first-language proficiency level and distance between first language and English. Comparisons are drawn between ESL learners’ and English monolinguals’ spelling development and suggestions for future research are provided. 相似文献
14.
Diane Paul-Brown 《Annals of dyslexia》1988,38(1):193-207
It is now generally recognized that a language impairment in preschool children may be predictive of later linguistic, reading,
and academic difficulties. Language intervention procedures, derived from theoretically-based principles of language development
and implemented in a child’s regular classroom environment, may benefit children at risk for persistent language and learning
problems. This paper describes the development and application of individualized intervention procedures in a classroom for
preschool language-impaired children. The discussion focuses on selected language development principles which helped determine
the setting, timing, interactive participants, purpose, and content of the language intervention program. Resulting changes
in language comprehension and production are reported based on individual classroom performance as well as a comparison of
pre-and posttest scores for a range of comprehension skills.
A version of this paper was presented at the Annual Conference of the Orton Dyslexia Society, November 5, 1987, San Francisco. 相似文献
15.
This longitudinal study examined the developmental trajectory of English expressive vocabulary and its relationship to English word reading in a sample of 141 Hong Kong children learning English as a second language (ESL). The children were observed six times at 3-month intervals over 15 months, from the spring of their second year of kindergarten (K2) to the end of their third year (K3). The development of English expressive vocabulary was nonlinear during the assessment period. With age, nonverbal IQ, English phonological awareness, letter knowledge and Chinese character reading controlled, the initial level of expressive vocabulary predicted English word reading 15 months later. More importantly, the expressive vocabulary growth rate during the 15 months also predicted English word reading. Our findings underscore the predictive power of the growth trajectory of expressive vocabulary in Hong Kong ESL children. Practical implications of the study are discussed. 相似文献
16.
This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies
(MESS) curriculum materials for elementary classes (Grades 3–6) with the aim of learning how the curriculum addressed the
dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade MESS textbook with an
equivalent level Chinese textbook demonstrates how China’s national standards in MESS and English education can be met, and
drawbacks encountered in the process. The CCUEI textbook was found to embrace grade level MESS content standards, but showed
a varied degree of depth of content across standards. The textbook addressed all of the general goals of Level One English
language learning (Grades 3–4) and most of the language skills indicators (16 out of 20). An additional in-depth teacher survey
provided a user’s perspective on MESS materials. The teachers rated the textbook highly for its activity-centered format and
knowledge-rich content. They emphasized the importance of teaching English language as preparation for the MESS content teaching,
and asked for more systematic support in language teaching from curriculum materials. 相似文献
17.
Research Findings: A growing emphasis in the literature on children’s self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning tasks and activities made available in the preschool classroom. This study tested preschoolers’ (N = 603) observed task engagement in the classroom as mediating the relations between directly assessed self-regulation and changes in their language and literacy outcomes during the preschool year. Findings indicate that self-regulation is directly related to observed task engagement as well as changes in a host of language and literacy skills. Engagement with tasks and activities in the classroom also partially mediates the association between self-regulation and changes in expressive vocabulary. Mediation through task engagement was not found for receptive language or early literacy skills. Practice or Policy: Findings suggest that the development and evaluation of clearly articulated preschool curricula designed to promote academic achievement by fostering self-regulation is an important direction for future research. 相似文献
18.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
| Young-Suk KimEmail: |
19.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
20.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献