The Relationship between Vocabulary and Word Reading among Head Start Spanish-English Bilingual Children

Autor/inn/en	Zhao, Jing; Dixon, L. Quentin; Quiroz, Blanca; Chen, Si
Titel	The Relationship between Vocabulary and Word Reading among Head Start Spanish-English Bilingual Children
Quelle	In: Early Childhood Education Journal, 45 (2017) 1, S.27-34 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0764-8
Schlagwörter	Bilingual Students; Bilingual Education; Vocabulary; Sight Method; Spanish; English; Phonological Awareness; Multiple Regression Analysis; Prediction; English (Second Language); Federal Programs; Early Childhood Education; Preschool Children; School Readiness; Early Intervention; Second Language Learning; Longitudinal Studies + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Wortschatz; Look-and-say method; Ganzheitsmethode; Spanisch; English language; Englisch; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish-English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart. We also tested the children's Spanish and English vocabulary and phonological awareness at Time 1. We used multiple regression models to examine the predictive value of vocabulary to word reading cross-linguistically and longitudinally. Results showed that within (Spanish or English) language and concurrent predictions were stronger than cross-language and longitudinal predictions; however, Spanish vocabulary was a significant and unique predictor of English word reading longitudinally. Spanish phonological awareness also played an important role in the relationship between vocabulary and word reading. Our results suggest that helping Spanish-speaking children build their Spanish vocabulary can also improve their English word reading ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01