{"title":"预测西英双语儿童科学与社会词汇学习。","authors":"Genesis D Arizmendi, José R Palma, Doris L Baker","doi":"10.1044/2025_LSHSS-24-00045","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This study examines the linguistic skills that support the learning of science and social studies vocabulary words for second-grade Latino bilingual students.</p><p><strong>Method: </strong>We used data from a cluster randomized study where second-grade classrooms within schools were randomly assigned to the intervention group (<i>n</i> = 13) or the control group (<i>n</i> = 13), with a total of 217 bilingual Latino students. Students in the intervention group received a researcher-developed explicit vocabulary intervention focused on science and social studies word learning. The control group received business-as-usual instruction. Using confirmatory factor analysis (CFA) and structural equation modeling (SEM), we examined the association of early language skills at pretest and their relation to word learning outcomes in science and social studies, as measured by the production of definitions and sentences post-intervention.</p><p><strong>Results: </strong>The six language tasks assessed exhibited significant moderate correlations with one another and vocabulary outcomes, indicating a potential underlying relation. These indicator variables load into a singular latent factor when analyzed using CFA. Using SEM, the language factor (f1) significantly predicted student capacity to produce definitions and sentences. After accounting for the benefits of the intervention, these effects of f1 remained strongly associated to definitions and sentence production.</p><p><strong>Conclusions: </strong>Learning content vocabulary is significantly related to student language skills in Spanish and in English. This finding suggests that developing student language skills early facilitates the learning of curricular vocabulary words later. This finding has key implications for teaching and learning content vocabulary for bilingually developing students. Theoretical and practical applications for instruction of bilingual students are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29711267.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1069-1087"},"PeriodicalIF":2.9000,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predicting Science and Social Studies Vocabulary Learning in Spanish-English Bilingual Children.\",\"authors\":\"Genesis D Arizmendi, José R Palma, Doris L Baker\",\"doi\":\"10.1044/2025_LSHSS-24-00045\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This study examines the linguistic skills that support the learning of science and social studies vocabulary words for second-grade Latino bilingual students.</p><p><strong>Method: </strong>We used data from a cluster randomized study where second-grade classrooms within schools were randomly assigned to the intervention group (<i>n</i> = 13) or the control group (<i>n</i> = 13), with a total of 217 bilingual Latino students. Students in the intervention group received a researcher-developed explicit vocabulary intervention focused on science and social studies word learning. The control group received business-as-usual instruction. Using confirmatory factor analysis (CFA) and structural equation modeling (SEM), we examined the association of early language skills at pretest and their relation to word learning outcomes in science and social studies, as measured by the production of definitions and sentences post-intervention.</p><p><strong>Results: </strong>The six language tasks assessed exhibited significant moderate correlations with one another and vocabulary outcomes, indicating a potential underlying relation. These indicator variables load into a singular latent factor when analyzed using CFA. Using SEM, the language factor (f1) significantly predicted student capacity to produce definitions and sentences. After accounting for the benefits of the intervention, these effects of f1 remained strongly associated to definitions and sentence production.</p><p><strong>Conclusions: </strong>Learning content vocabulary is significantly related to student language skills in Spanish and in English. This finding suggests that developing student language skills early facilitates the learning of curricular vocabulary words later. This finding has key implications for teaching and learning content vocabulary for bilingually developing students. Theoretical and practical applications for instruction of bilingual students are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29711267.</p>\",\"PeriodicalId\":54326,\"journal\":{\"name\":\"Language Speech and Hearing Services in Schools\",\"volume\":\" \",\"pages\":\"1069-1087\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-10-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Speech and Hearing Services in Schools\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2025_LSHSS-24-00045\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/8/13 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Speech and Hearing Services in Schools","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_LSHSS-24-00045","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/13 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Predicting Science and Social Studies Vocabulary Learning in Spanish-English Bilingual Children.
Purpose: This study examines the linguistic skills that support the learning of science and social studies vocabulary words for second-grade Latino bilingual students.
Method: We used data from a cluster randomized study where second-grade classrooms within schools were randomly assigned to the intervention group (n = 13) or the control group (n = 13), with a total of 217 bilingual Latino students. Students in the intervention group received a researcher-developed explicit vocabulary intervention focused on science and social studies word learning. The control group received business-as-usual instruction. Using confirmatory factor analysis (CFA) and structural equation modeling (SEM), we examined the association of early language skills at pretest and their relation to word learning outcomes in science and social studies, as measured by the production of definitions and sentences post-intervention.
Results: The six language tasks assessed exhibited significant moderate correlations with one another and vocabulary outcomes, indicating a potential underlying relation. These indicator variables load into a singular latent factor when analyzed using CFA. Using SEM, the language factor (f1) significantly predicted student capacity to produce definitions and sentences. After accounting for the benefits of the intervention, these effects of f1 remained strongly associated to definitions and sentence production.
Conclusions: Learning content vocabulary is significantly related to student language skills in Spanish and in English. This finding suggests that developing student language skills early facilitates the learning of curricular vocabulary words later. This finding has key implications for teaching and learning content vocabulary for bilingually developing students. Theoretical and practical applications for instruction of bilingual students are discussed.
期刊介绍：
Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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