双语背景下的阅读:小学一、四年级学生的流利性和阅读理解能力

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2015-06-01 DOI:10.1016/j.pse.2015.03.002

Paola Recio, José A. León

{"title":"双语背景下的阅读:小学一、四年级学生的流利性和阅读理解能力","authors":"Paola Recio, José A. León","doi":"10.1016/j.pse.2015.03.002","DOIUrl":null,"url":null,"abstract":"<div><p>The objective of this study was to analyze the reading process in Spanish children from 6 to 10 years old, assigned to a bilingual school in Madrid, being the reading acquisition initiated simultaneously in two languages, Spanish (L1) and English (L2). Measures chosen to analyze reading ability were reading fluency (words read per minute) and reading comprehension (answering content questions) that were administered in Spanish and English to each student from educational materials provided by the center. The results indicated that students evolve similarly in both languages, although the relationship between fluency and comprehension were considerably more significant in 1st (6 year-old students) than in 4th (10 year-old students). A significant interaction showed that students in 1st grade score higher on their fluency in Spanish than in English, whereas students in 4th grade tended to improve their reading comprehension in English more than in Spanish.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"21 1","pages":"Pages 47-53"},"PeriodicalIF":1.7000,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.03.002","citationCount":"6","resultStr":"{\"title\":\"La lectura en un contexto bilingüe: fluidez y comprensión lectora en alumnos de 1° y 4° de primaria\",\"authors\":\"Paola Recio, José A. León\",\"doi\":\"10.1016/j.pse.2015.03.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The objective of this study was to analyze the reading process in Spanish children from 6 to 10 years old, assigned to a bilingual school in Madrid, being the reading acquisition initiated simultaneously in two languages, Spanish (L1) and English (L2). Measures chosen to analyze reading ability were reading fluency (words read per minute) and reading comprehension (answering content questions) that were administered in Spanish and English to each student from educational materials provided by the center. The results indicated that students evolve similarly in both languages, although the relationship between fluency and comprehension were considerably more significant in 1st (6 year-old students) than in 4th (10 year-old students). A significant interaction showed that students in 1st grade score higher on their fluency in Spanish than in English, whereas students in 4th grade tended to improve their reading comprehension in English more than in Spanish.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":\"21 1\",\"pages\":\"Pages 47-53\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2015-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.pse.2015.03.002\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X15000068\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X15000068","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 6

摘要

本研究的目的是分析6至10岁西班牙儿童的阅读过程，这些儿童被分配到马德里的一所双语学校，同时开始用西班牙语(第一语言)和英语(第二语言)两种语言进行阅读习得。分析阅读能力的方法是阅读流畅性(每分钟阅读的字数)和阅读理解(回答内容问题)，这些方法是用西班牙语和英语根据中心提供的教材对每个学生进行的。结果表明，学生在两种语言上的发展相似，尽管流利度和理解之间的关系在一年级(6岁的学生)比四年级(10岁的学生)要显著得多。显著的交互作用表明，一年级学生的西班牙语流利程度高于英语流利程度，而四年级学生的英语阅读理解能力往往高于西班牙语阅读理解能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

La lectura en un contexto bilingüe: fluidez y comprensión lectora en alumnos de 1° y 4° de primaria

The objective of this study was to analyze the reading process in Spanish children from 6 to 10 years old, assigned to a bilingual school in Madrid, being the reading acquisition initiated simultaneously in two languages, Spanish (L1) and English (L2). Measures chosen to analyze reading ability were reading fluency (words read per minute) and reading comprehension (answering content questions) that were administered in Spanish and English to each student from educational materials provided by the center. The results indicated that students evolve similarly in both languages, although the relationship between fluency and comprehension were considerably more significant in 1st (6 year-old students) than in 4th (10 year-old students). A significant interaction showed that students in 1st grade score higher on their fluency in Spanish than in English, whereas students in 4th grade tended to improve their reading comprehension in English more than in Spanish.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.