An Examination of the Heterogenous Nature of Literacy Development in Spanish-Speaking Preschool Children

Autor/inn/en	Solari, Emily J.; Zucker, Tricia A.; Grimm, Ryan P.
Titel	An Examination of the Heterogenous Nature of Literacy Development in Spanish-Speaking Preschool Children
Quelle	In: Early Education and Development, 34 (2023) 1, S.111-127 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1981200
Schlagwörter	Emergent Literacy; Spanish Speaking; Second Language Learning; Second Language Instruction; Preschool Children; Bilingual Education; English (Second Language); Profiles; Literacy Education; Alphabets; Reading Tests; Individualized Instruction; Kindergarten; School Readiness; Correlation; Reading Achievement; Student Centered Learning; Phonological Awareness; Vocabulary Skills; Language Tests; Receptive Language + Suchen Sie Ihr Suchwort? Frühleseunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Charakterisierung; Profilanalyse; Buchstabenschrift; Lesetest; Individualisierender Unterricht; Readiness for school; School ability; Schulreife; Korrelation; Leseleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktiver Wortschatz; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit
Abstract	This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differential relations between the literacy profiles and spring early reading measures of alphabet knowledge and oral language, measures that are typically used to evaluate kindergarten readiness for literacy instruction. Practice or Policy: Results highlight the heterogeneous nature of emergent literacy development in Spanish-speaking children and demonstrate the need for individualized literacy instruction during the preschool years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01