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1.
Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.  相似文献   

2.
Abstract

Mental ability, language development (English), language development (Spanish) and self-image changes were studied as effects of an early intervention program for preschool children. Ss were fifty 3-, 4-, and 5-year old children from disadvantaged backgrounds and from bilingual cultures. Sa also exhibited a number of additional handicapping factors. Differences between groups (N = 30 for experimental and N = 20 for control) were analyzed with analysis of covariance utilizing pretest scores as covariates. Results indicated that intervention Ss made significantly greater gains in mental ability, language (English), and made greater gains in language (Spanish). Also, intervention subjects demonstrated a positive growth in self-image.  相似文献   

3.
Abstract

This study compared the effectiveness of the discovery and verbal reception teaching methods as a function of instructional language in unilingual and bilingual subjects. Unilingual subjects were taught in English while bilingual subjects were taught in either their primary language, Spanish, or their secondary language, English. The results indicated that regardless of language or method of instruction, bilingual subjects took longer to acquire the conceptual rule than unilingual subjects. The retention and transfer performance of unilingual and bilingual subjects taught in their primary language was best when the verbal reception method was used. When taught in their secondary language, however, the retention of bilingual subjects was better following the discovery method.  相似文献   

4.
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5.
We provide new evidence about the effect of testing language on test scores using data from two rounds (conducted approximately six years apart) of the New Immigrants Survey. In each round, U.S.-born and foreign-born children of Hispanic origin were randomly assigned to take the Woodcock-Johnson achievement (two reading and two math) tests, either in Spanish or in English. U.S.-born children of Hispanic immigrants perform better in reading tests (but not in math tests) when they are assigned to take tests in English. The size of the testing-language effect remains stable across rounds. Foreign-born children of Hispanic immigrants perform better in both reading and math tests when they are assigned to take tests in Spanish in the first round. However, the size of the testing-language effect declines in reading tests and completely disappears in math tests by the second round. Our results suggest that the depreciation of Spanish skills is an essential factor (and, in some cases, more important than the accumulation of English skills) in explaining the decline in the testing-language effect among foreign-born children. We also explore how age at immigration and years spent in the U.S. affect language assimilation.  相似文献   

6.
A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171–181, 2007.  相似文献   

7.
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   

8.
Abstract

This study examines the differences in verbal concept development between Indian and non-Indian 5- and 6-year-old children entering kindergarten and first grade in a Canadian school. The Boehm Test of Basic Concepts was used as a measure of verbal concept development. Results indicate that significant differences exist between groups in favor of non-Indian Ss. Implications for intervention programs which will insure that Indian children have mastered simple verbal concepts used in conversation and in classroom instruction are briefly discussed.  相似文献   

9.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills.  相似文献   

10.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness.  相似文献   

11.
In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish–English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart. We also tested the children’s Spanish and English vocabulary and phonological awareness at Time 1. We used multiple regression models to examine the predictive value of vocabulary to word reading cross-linguistically and longitudinally. Results showed that within (Spanish or English) language and concurrent predictions were stronger than cross-language and longitudinal predictions; however, Spanish vocabulary was a significant and unique predictor of English word reading longitudinally. Spanish phonological awareness also played an important role in the relationship between vocabulary and word reading. Our results suggest that helping Spanish-speaking children build their Spanish vocabulary can also improve their English word reading ability.  相似文献   

12.
This study examines semantic development in 60 Spanish–English bilingual children, ages 7 years 3 months to 9 years 11 months, who differed orthogonally in age (younger, older) and language experience (higher English experience [HEE], higher Spanish experience [HSE]). Children produced 3 associations to 12 pairs of translation equivalents. Older children produced more semantic responses and code switched more often from Spanish to English than younger children. Within each group, children demonstrated better performance in the more frequently used than the less used language. The HEE children outperformed the HSE children in English and the HSE children outperformed the HEE children in Spanish. These effects of age and language experience are consistent with predictions of the revised hierarchical model of bilingual lexical organization.  相似文献   

13.
This study addressed the question of what effect bilingual preschool education has on the Spanish and English language development of Spanish speaking children. This question was addressed by measuring the language proficiency of children enrolled in a bilingual preschool program and children who stay at home during the day. Three dimensions of language proficiency were examined: language reception, production, and verbal complexity. Using a repeated measures design, it was found that children enrolled in preschool gained proficiency in English at a faster rate while maintaining a similar level of Spanish proficiency as those children who stay at home during the day. Results of this study are discussed in terms of current issues in the early childhood education of non-English-speaking children.  相似文献   

14.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction.  相似文献   

15.
Abstract

A final random sample of 160 Provo, Utah, elementary school children ages 5 to 10, was included in a balanced cell format to investigate the effects of school as reflective of socioeconomic level, age, sex, and intelligence on performance on the Children’s Embedded Figures Test (CEFT), a measure of Witkin’s field-dependence-independence hypothesis appropriate for use with young children. Results implied that (1) there may be differences on criterion performance according to relative social class; (2) age is the single best predictor of criterion performance, as significant differences proceeding from relative field-dependence to greater field-independence with increasing age were found; (3) there is a similar developmental pattern to increase in verbal intellectual power and increase in relative field-independence when all ages are considered together; (4) there were no significant similarities between field-dependence-independence and verbal intelligence within three of four specific ages investigated; (5) no sex differences in criterion performance were found.  相似文献   

16.
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages.  相似文献   

17.
Two comprehension experiments were conducted to investigate whether young French-learning children (N = 76) are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age (V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005). Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.  相似文献   

18.
Abstract

The writer (Ogletree) conducted a creativity study in England, Scotland, and Germany, which included 1,165 primary school children. Results showed that creativity scores (using the Torrance Tests of Creative Thinking) were a function of socioeconomic background. In all countries, children of upper class families obtained significantly higher creativity scores (verbal and nonverbal) than children of middle and lower class families. The same significant difference was evident in middle class children to lower class children. This was true when analyzed within countries, by age, grade, and sex. There was no evidence to support the contention that youngsters of lower class backgrounds performed better on nonverbal tasks than their higher class peers, although they did make a better showing on the nonverbal tasks than on the verbal tasks.  相似文献   

19.
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children.  相似文献   

20.
ABSTRACT

In this article, we explore oral and reading development in Spanish and English for a sample of 70 first grade Hispanic English-learning boys and girls receiving a longitudinal English intervention and a comparison group of 70 boys and girls. Students were assessed at the outset of kindergarten and first grade, and the exit of first grade. Results showed that, on average, treatment students scored significantly better in dual oracy and Spanish literacy than control students. Girls demonstrated a faster rate in dual reading comprehension than did their boy counterparts. When the effects of treatment and gender were jointly examined, it is apparent that the treatment effect contributed to a larger proportion of variance compared to gender.  相似文献   

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