Preschool Classroom Conversations as Long-Term Resources for Second Language and Literacy Acquisition

Autor/inn/en	Aukrust, Vibeke Grover; Rydland, Veslemoy
Titel	Preschool Classroom Conversations as Long-Term Resources for Second Language and Literacy Acquisition
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 4, S.198-207 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.01.002
Schlagwörter	Reading Comprehension; Listening Comprehension; Speech Communication; Phonics; Second Languages; Multilingualism; Preschool Children; Foreign Countries; Grade 1; Investigations; Emergent Literacy; Intervention; Turkey + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Second language; Zweitsprache; Mehrsprachigkeit; Multilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Untersuchung; Frühleseunterricht; Türkei
Abstract	This study investigated relations between preschool talk exposure and immigrant first graders' second language literacy and oral skills outcomes. Participants in the study were 25 children with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse preschool classrooms in Norway and videotaped during preschool group conversations. Group conversations were coded for vocabulary richness, discourse complexity and emergent phonics talk. Relations between the qualities of the preschool group conversations that the children participated in and their second language vocabulary, listening comprehension and code related skills outcomes 1 year later in first grade were examined. Preschool classroom vocabulary richness and discourse complexity predicted first grade vocabulary (receptive vocabulary and word definition skills), but not listening comprehension. No associations were found between preschool classroom emergent phonics talk and first grade code-related skills. The findings have implications for early interventions addressing reading comprehension. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10