English Narrative Language Growth across the School Year: Young Spanish-English Dual Language Learners

Autor/inn/en	Wood, Carla; Wofford, Mary Claire; Gabas, Clariebelle; Petscher, Yaacov
Titel	English Narrative Language Growth across the School Year: Young Spanish-English Dual Language Learners
Quelle	In: Communication Disorders Quarterly, 40 (2018) 1, S.28-39 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wood, Carla) ORCID (Wofford, Mary Claire) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118763063
Schlagwörter	Narration; Second Language Learning; Second Language Instruction; Bilingualism; Kindergarten; Prediction; Path Analysis; Child Development; English (Second Language); Elementary School Students; Spanish; Intelligence Tests; Verbal Ability; Vocabulary; Reading Tests; Nonverbal Ability; Longitudinal Studies; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Vorhersage; Pfadanalyse; Kindesentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01