Longitudinal Analysis of Receptive Vocabulary Growth in Young Spanish English-Speaking Children From Migrant Families.
Purpose: The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors ex...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 45; no. 1; pp. 40 - 52 |
|---|---|
| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jan2014
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104019850&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104019850 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jan2014 vid: 45 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 104019850 94324046 10.1044/2013_LSHSS-12-0104 NLM24687766 104019850 ppf: 40 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Longitudinal Analysis of Receptive Vocabulary Growth in Young Spanish English-Speaking Children From Migrant Families. aug: au: Jackson, Carla Wood Schatschneider, Christopher Leacox, Lindsey Schuele, C. Melanie Davison, Megan Dunn affil: Florida State University, Tallahassee sug: subj: Vocabulary Evaluation Language Development Evaluation English as a Second Language Hispanic Americans Migrants Florida Human Funding Source Prospective Studies Florida Florida Child, Preschool Predictive Validity Sex Factors Linear Regression Child Schools, Nursery Schools, Elementary Repeated Measures Matched-Pair Analysis Comparative Studies Time Factors Age Factors Multilingualism Evaluation Socioeconomic Factors Farmworkers Florida Descriptive Statistics Language Tests Child, Preschool: 2-5 years Child: 6-12 years ab: Purpose: The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual initial performance in Spanish predict receptive vocabulary performance and growth rate. Method: The authors used hierarchical linear modeling of 64 children's receptive vocabulary performance to generate growth trajectories, predict performance at school entry, and examine potential predictors of rate of growth. The timing of testing varied across children. The ELLs (prekindergarten to 2nd grade) participated in 2-5 testing sessions, each 6-12 months apart. Results: The ELLs' average predicted standard score on an English receptive vocabulary at kindergarten was nearly 2 SDs below the mean for monolingual peers. Significant growth in the ELLs' receptive vocabulary was observed between preschool and 2nd grade, indicating that the ELLs were slowly closing the receptive vocabulary gap, although their average score remained below the standard score mean for age-matched monolingual peers. The ELLs demonstrated a significant decrease in Spanish receptive vocabulary standard scores over time. Initial Spanish receptive vocabulary was a significant predictor of growth in English receptive vocabulary. High initial Spanish receptive vocabulary was associated with greater growth in English receptive vocabulary and decelerated growth in Spanish receptive vocabulary. Gender was not a significant predictor of growth in either English or Spanish receptive vocabulary. Conclusion: ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary growth. Findings substantiate the need for progress monitoring across the early school years. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|