Dual language and literacy development of Spanish-speaking preschool children
نویسندگان
چکیده
منابع مشابه
The development of distinct speaking styles in preschool children.
PURPOSE To examine when and how socially conditioned distinct speaking styles emerge in typically developing preschool children's speech. METHOD Thirty preschool children, ages 3, 4, and 5 years old, produced target monosyllabic words with monophthongal vowels in different social-functional contexts designed to elicit clear and casual speaking styles. Thirty adult listeners were used to asses...
متن کاملEffects of length, complexity, and grammatical correctness on stuttering in Spanish-speaking preschool children.
PURPOSE To explore the effects of utterance length, syntactic complexity, and grammatical correctness on stuttering in the spontaneous speech of young, monolingual Spanish-speaking children. METHOD Spontaneous speech samples of 11 monolingual Spanish-speaking children who stuttered, ages 35 to 70 months, were examined. Mean number of syllables, total number of clauses, utterance complexity (i...
متن کاملWhen learning a second language does not mean losing the first: bilingual language development in low-income, Spanish-speaking children attending bilingual preschool.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual pr...
متن کاملEffective early literacy skill development for young Spanish-speaking English language learners: an experimental study of two methods.
Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before and after the intervention in Spanish and Englis...
متن کاملPhonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish-English bilingual children.
PURPOSE There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Journal of Applied Developmental Psychology
سال: 2007
ISSN: 0193-3973
DOI: 10.1016/j.appdev.2006.12.007