Average Change in Sentence Repetition by Spanish-English Speaking Children: Kindergarten to First Grade

Autor/inn/en	Wood, Carla; Hoge, Rachel
Titel	Average Change in Sentence Repetition by Spanish-English Speaking Children: Kindergarten to First Grade
Quelle	(2017), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/13670050.2017.1308310
Schlagwörter	Kindergarten; Grade 1; Elementary School Students; Preschool Children; Sentences; Repetition; Spanish; English Language Learners; Bilingual Students; Syntax; Morphology (Languages); Second Language Learning; Intelligence Tests; Verbal Ability; Vocabulary; Low Income Students; Accuracy; Language Proficiency; Grammar; Florida; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sentence analysis; Satzanalyse; Wiederholung; Spanisch; Morphology; Morphologie; Zweitsprachenerwerb; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Language skill; Language skills; Sprachkompetenz; Grammatik
Abstract	Purpose: This study aimed to describe change in dual language learners' (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish. Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one within-subjects effect (time). Results: Overall there was a significant difference in sentence repetition accuracy between time points showing growth in English (p < 0.001, d = 1.24), and no significant change in Spanish. Results highlight malleable English grammatical forms (e.g. conditional (if-then); question inversion of auxiliaries; and subordinating conjunctions) and forms that remained challenging for DLLs in first grade (e.g. irregular past). Conclusion: Findings support the use of a sentence repetition task as a progress monitoring tool for young DLLs. Highlighted grammatical errors may be informative for planning intensified instructional support in kindergarten and first grade. [This is the online version of an article published in "International Journal of Bilingual Education and Bilingualism" (ISSN 1367-0050).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01