{"title":"学前教育很重要:预测讲西班牙语的双语学生一年级的阅读困难。","authors":"Claudia Rinaldi, Mariela Páez","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.</p>","PeriodicalId":89434,"journal":{"name":"Learning disabilities (Weston, Mass.)","volume":"6 1","pages":"71-84"},"PeriodicalIF":0.0000,"publicationDate":"2008-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3124283/pdf/nihms-189012.pdf","citationCount":"0","resultStr":"{\"title\":\"Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.\",\"authors\":\"Claudia Rinaldi, Mariela Páez\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.</p>\",\"PeriodicalId\":89434,\"journal\":{\"name\":\"Learning disabilities (Weston, Mass.)\",\"volume\":\"6 1\",\"pages\":\"71-84\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2008-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3124283/pdf/nihms-189012.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning disabilities (Weston, Mass.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning disabilities (Weston, Mass.)","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本文对 234 名一年级西班牙语学生的英语和西班牙语单词阅读能力的预测因素进行了纵向分析。这些儿童在学前班、幼儿园和一年级结束时接受了评估。数据包括伍德考克语言能力测验(Woodcock Language Proficiency Battery)的三个分测验和研究人员开发的语音意识任务。结果表明,平均而言,儿童的英语单词阅读能力与单语标准相似,而他们的西班牙语单词阅读能力平均比平均值低一个标准差。研究发现,学龄前儿童的英语词汇量、英语记忆能力、西班牙语词汇量和西班牙语单词阅读能力对一年级儿童的英语单词阅读能力有显著的预测作用。本文讨论了在幼儿时期对这一群体进行评估和指导的教育意义。
Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.
This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.