The Relative Importance of English versus Spanish Language Skills for Low-Income Latino English Language Learners' Early Language and Literacy Development

Autor/inn/en	Sonnenschein, Susan; Metzger, Shari R.; Dowling, Rebecca; Baker, Linda
Titel	The Relative Importance of English versus Spanish Language Skills for Low-Income Latino English Language Learners' Early Language and Literacy Development
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.727-743 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1219854
Schlagwörter	Spanish Speaking; English (Second Language); English Language Learners; Hispanic Americans; Low Income Groups; Emergent Literacy; Child Language; Preschool Children; Vocabulary; Language Skills; Predictor Variables; Comprehension; Family Environment; Language Usage; Correlation; Parent Attitudes; Socialization; Early Intervention; Student Records; Interviews; Expressive Language; Receptive Language; Achievement Tests; Phonological Awareness; Graphemes; Multiple Regression Analysis; Questionnaires; Maryland (Baltimore); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Frühleseunterricht; 'Children''s language'; Kindersprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Language skill; Sprachkompetenz; Prädiktor; Verstehen; Verständnis; Familienmilieu; Sprachgebrauch; Korrelation; Elternverhalten; Socialisation; Sozialisation; Schülerakte; Interviewing; Interviewtechnik; Rezeptive Kommunikationsfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen
Abstract	The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of preschool, low-income Latino English language learners' (N = 112) spring vocabulary and literacy skills. Only children's English language skills at the start of preschool, not Spanish or conceptual vocabulary (child received credit for knowledge of word in either English or Spanish), were significant predictors of subsequent vocabulary and literacy scores. In addition, vocabulary and language comprehension together accounted for more variance in spring performance than vocabulary alone. Finally, data from a small subset of parents (N = 21) suggested that the children's Spanish skills were being maintained through activities at home. Discussion focuses on the application of findings to assessment and practice in the preschool classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01