The Identification of Preliteracy Skills in Hispanic Head Start Children

Autor/inn/en	Lopez, Lisa M.; Greenfield, Daryl B.
Titel	The Identification of Preliteracy Skills in Hispanic Head Start Children
Quelle	In: NHSA Dialog, 7 (2004) 1, S.61-83 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Second Languages; Disadvantaged Youth; Preschool Children; Language Skills; Spanish Speaking; Language Proficiency; Early Intervention; Hispanic American Students; English (Second Language); Phonology; Phonological Awareness; Correlation; Prereading Experience; Bilingualism; Low Income Groups; Urban Areas; Emergent Literacy; Florida + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Language skills; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Fonologie; Korrelation; Bilingualismus; Urban area; Stadtregion; Frühleseunterricht
Abstract	This study measured the English and Spanish language proficiency and phonological sensitivity skills of Hispanic children who attended Head Start. Its primary objective was to determine the relationship between language proficiency and phonological sensitivity in English and Spanish independently, and whether this relationship differed in English and Spanish. An equivalent measure of language was administered in Spanish and English to 100 Hispanic preschool children who attended Head Start. In addition, parallel forms of an English and Spanish phonological sensitivity test were developed for the study, as no such measures currently exist. Mean comparisons indicated higher language skills in Spanish but equivalent phonological skills in both languages. Correlational analysis demonstrated a relationship between language proficiency and phonological sensitivity of similar magnitude in both languages. Implications for these results are discussed. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10