早期常识预测双语和单语学生在整个小学阶段的英语阅读增长

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2020-08-05 DOI:10.1086/709857

HyeJin Hwang

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引用次数: 7

摘要

本研究采用幼儿纵向研究、幼儿园班级数据集，调查了早期一般知识在小学双语和单语学生英语阅读成长中的作用。对潜在增长模型的分析表明，在这两个语言组中，以较高的一般知识开始上学的学生和以较低的一般知识开学的学生之间的英语阅读差距在整个小学期间都在增加。即使考虑到早期解码技能和英语熟练程度，早期的常识也能预测双语学生子样本的英语阅读增长。关于早期常识在英语阅读成长中的作用的研究结果，结合研究和实践进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years

This study investigated the role of early general knowledge in English reading growth of bilingual and monolingual students in the elementary years by using the Early Childhood Longitudinal Study, Kindergarten Class data set. The analyses of latent growth models showed that the estimated gap in English reading between students who started school with higher general knowledge and students who started school with lower general knowledge increased throughout the elementary years in both language groups. Early general knowledge consistently predicted English reading growth in the subsample of bilingual students even after accounting for early decoding skills and English proficiency. The findings on the role of early general knowledge in English reading growth are discussed in relation to research and practice.

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.