Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model

Autor/inn/en	Goodrich, J. Marc; Lonigan, Christopher J.
Titel	Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model
Quelle	In: Journal of Educational Psychology, 109 (2017) 6, S.782-793 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000179
Schlagwörter	Language Proficiency; Phonological Awareness; Spanish; Language Minorities; Preschool Children; Spanish Speaking; Correlation; Oral Language; Emergent Literacy; Language Skills; Factor Analysis; English (Second Language); Second Language Learning; Transfer of Training; Raw Scores; Statistical Analysis; Measures (Individuals); Florida; New Mexico; Kansas; California + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Spanisch; Sprachminderheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Statistische Analyse; Messdaten; Kalifornien
Abstract	According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. A total of 858 Spanish-speaking language-minority preschoolers (mean age = 60.83 months; 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children's phonological awareness and print knowledge skills. Correlated factors models that included skills specific to only Spanish and English provided the best fits to the data for children's oral language skills. Children's language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01