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作者 Kunkel, Fereshteh Natalie
書名 Spanish, English and bilingual lexical development of Spanish-English speaking preschoolers
國際標準書號 9781109408256
book jacket
說明 154 p
附註 Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3700
Adviser: Emily A. Tobey
Thesis (Ph.D.)--The University of Texas at Dallas, 2009
This cross-sectional study compared the effect of the linguistic variability of an "English Program" (EP) to a "Bilingual Program" (BP) on productive vocabulary for 40 bilingual Mexican and Mexican-American preschoolers in two samples, one assessed in the Spring and the other in the Fall. The MacArthur-Bates Communicative Development Inventory "Words and Sentences" (CDI) and Inventario del Desarrollo de Habilidades Comunicativas "Palabras y Enunciados" (IDHC) were used to measure the effect of each program's linguistic input on English, Spanish and Bilingual scores. An Object Naming Task directly measured English and Spanish productive vocabulary. Percentage of exposure to each language at school was obtained from teachers or teacher's aides at school and from caregivers at home, and then verified with observations and parent interviews. The mean number of hours of English and Spanish exposure per week was calculated. The relationship between exposure rates in each language environment (school, home) and resulting language scores was analyzed. The Time on Task hypothesis, predicting a positive linear relationship between amount of exposure and language development, was examined. A repeated measure analysis of variance evaluated the effects of Time (Fall vs. Spring), Program (English vs. Bilingual), and Reporter (Parent vs. Teacher) on lexical scores, and correlation and linear regression were used to determine the relationship between language scores and amount of language exposure
Results indicated the Spring English, Spanish and Bilingual scores were significantly higher than Fall scores. However, Spring scores for English and Spanish Object Naming were similar to Fall scores. Typically, BP had significantly higher scores than the EP for reported and observed language scores. Spanish and Spanish Object Naming scores were significantly higher than English scores. Reporter differences existed with Parent-reported Spanish scores significantly higher than Teacher-reported scores. EP Teacher-reported English, Spanish and Bilingual scores were lower than those of BP Teacher- and Parent-reported scores. For English and Spanish scores, however, EP Parent-reported scores were significantly higher than EP Teacher-reported scores. Finally, Time on Task generally supported the finding in the Fall sample and Spring sample of a positive relationship between English and Spanish scores and amount of language exposure for both programs
School code: 0382
Host Item Dissertation Abstracts International 70-10A
主題 Education, Bilingual and Multicultural
Speech Communication
Education, Early Childhood
0282
0459
0518
Alt Author The University of Texas at Dallas
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