Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer

Autor/inn/en	Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.
Titel	Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer
Quelle	In: Journal of Educational Psychology, 105 (2013) 2, S.414-426 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0031780
Schlagwörter	Intervention; Minority Group Children; Language Acquisition; Emergent Literacy; Preschool Children; Preschool Curriculum; Transfer of Training; Spanish Speaking; Language Minorities; English (Second Language); Second Language Learning; Vocabulary Development; Receptive Language; Pretests Posttests; Control Groups; Language of Instruction + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Training; Transfer; Ausbildung; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Teaching language; Unterrichtssprache
Abstract	The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language-minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned either to a control condition (HighScope Preschool Curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions supported the notion of transfer of specific linguistic information across languages, whereas results for the elision interaction for the English-only intervention group comparisons supported language-independent transfer. Results for the elision interaction for the transitional intervention group comparisons supported both language-independent and language-specific transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10