The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development

Autor/inn/en	Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie
Titel	The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development
Quelle	In: Bilingual Research Journal, 37 (2014) 2, S.120-141 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.934485
Schlagwörter	Bilingualism; Family Environment; Socioeconomic Status; Literacy; Oral Language; Vocabulary Skills; Reading Comprehension; English (Second Language); Second Language Learning; Regression (Statistics); Spanish Speaking; Kindergarten; Bilingual Education; Comparative Analysis; Outcomes of Education; Language of Instruction; Educational Environment; Predictor Variables; Elementary School Students; Grade 3; Grade 5; Questionnaires; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Bilingualismus; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Aktiver Wortschatz; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Regression; Regressionsanalyse; Bilingual teaching; Bilingualer Unterricht; Lernleistung; Schulerfolg; Teaching language; Unterrichtssprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Fragebogen
Abstract	This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking third graders in bilingual instruction, and 70 Spanish-speaking fifth graders in both English and bilingual settings. Data were analyzed using hierarchical regression. Findings indicate that for each sample, English oral vocabulary is a significant predictor of English reading accuracy and comprehension once SES and home and school language and literacy factors have been considered. Beyond oral vocabulary, however, there is considerable variability across samples in the home and school language and literacy variables that are predictive of English reading outcomes. The study points to the importance of looking closely at the texture of children's lives in coming to an understanding of second-language literacy development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10