A Comparison of the Early Language and Literacy Skills of Migrant versus Nonmigrant Preschool Children: A Pilot Study

Autor/inn/en	Gonzalez, Jorge E.; Reid, Robert; Synhorst, Lori; Tostado, Bertha
Titel	A Comparison of the Early Language and Literacy Skills of Migrant versus Nonmigrant Preschool Children: A Pilot Study
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 9 (2006) 1, S.149-167 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Migrant Education; Oral Language; Preschool Children; Risk; Emergent Literacy; Prereading Experience; Migrants; Language Acquisition; Migrant Children; Immigrants; Spanish Speaking; Limited English Speaking; Hispanic Americans; Family Environment; Acculturation Rating Scale for Mexican Americans; Denver Developmental Screening Test + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risiko; Frühleseunterricht; Migrantin; Sprachaneignung; Spracherwerb; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Familienmilieu
Abstract	This pilot study reports on data drawn from migrant Hispanic families enrolled in a 4-year Migrant Education Even Start project and a comparison group of nonmigrant Hispanic families. The study was designed to examine child- and family-based risk factors known to imperil literacy outcomes. Four notable findings emerged from this study. First, compared to nonmigrants, migrant preschoolers come from homes with less adult and child exposure to home-based literacy materials with existing parent-child literacy activities primarily in Spanish. Second, migrant preschoolers demonstrated marked deficits in oral language development even when tested in Spanish, their home language. Third, the disparities between migrant and nonmigrant preschoolers were also present in preliteracy and prereading skills. Finally, partial support was found for the comprehensive language approach to understanding early literacy development. Implications for practitioners and researchers are discussed as well as suggestions for further research. (Contains 4 endnotes and 6 tables.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10