Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Autor/inn/en	Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.
Titel	Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers
Quelle	In: Early Education and Development, 27 (2016) 4, S.478-494 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1082820
Schlagwörter	At Risk Students; Spanish Speaking; Preschool Children; Disadvantaged Youth; Language Proficiency; English (Second Language); Second Language Learning; Surveys; Achievement Tests; Language Usage; Family Environment; Mothers; Language Skills; Bilingual Students; Story Telling; Oral Language; Urban Areas; Questionnaires; Reading Habits; Literacy; Predictor Variables; Parent Influence; Statistical Analysis; Pennsylvania; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachgebrauch; Familienmilieu; Mother; Mutter; Oral interpretation; Mündlicher Sprachgebrauch; Urban area; Stadtregion; Fragebogen; Reading habit; Lesegewohnheit; Alphabetisierung; Schreib- und Lesefähigkeit; Prädiktor; Statistische Analyse
Abstract	Research Findings: This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock--Muñoz and the Woodcock-Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother-child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01