The Home Literacy Environment and the English Narrative Development of Spanish-English Bilingual Children

Autor/inn/en	Bitetti, Dana; Hammer, Carol Scheffner
Titel	The Home Literacy Environment and the English Narrative Development of Spanish-English Bilingual Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 59 (2016) 5, S.1159-1171 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Family Environment; Literacy Education; Bilingual Students; Low Income Students; Longitudinal Studies; Preschool Children; Kindergarten; Grade 1; Morphemes; Parent Child Relationship; Mothers; Books; Childrens Literature; Personal Narratives; Spanish Speaking; English (Second Language); Second Language Learning; Story Reading + Suchen Sie Ihr Suchwort? Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Morphem; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Purpose: The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds. Method: Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results: Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions: These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01