English Narrative Language Growth across the School Year: Young Spanish-English Dual Language Learners
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| Title: | English Narrative Language Growth across the School Year: Young Spanish-English Dual Language Learners |
|---|---|
| Language: | English |
| Authors: | Wood, Carla (ORCID |
| Source: | Communication Disorders Quarterly. Nov 2018 40(1):28-39. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A130460 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education Elementary Education |
| Descriptors: | 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 |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test, Woodcock Reading Mastery Test |
| DOI: | 10.1177/1525740118763063 |
| ISSN: | 1525-7401 |
| 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1192998 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1525-7401 |
| DOI: | 10.1177/1525740118763063 |
