Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance

Autor/inn/en	Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun
Titel	Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance
Quelle	In: Early Education and Development, 25 (2014) 6, S.841-858 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.866920
Schlagwörter	Longitudinal Studies; Economically Disadvantaged; Bilingualism; Monolingualism; English; Emergent Literacy; Preschool Children; Disadvantaged Youth; Language Acquisition; Receptive Language; Recall (Psychology); Decoding (Reading); Word Recognition; Alphabets; Reading Fluency; Intervention; Reading Instruction; Kindergarten; Grade 1; Grade 2; Preschool Education; Statistical Analysis; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bilingualismus; English language; Englisch; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Sprachaneignung; Spracherwerb; Rezeptive Kommunikationsfähigkeit; Abberufung; Dekodierung; Worterkennung; Buchstabenschrift; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Statistische Analyse
Abstract	Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10