Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education
The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual educatio...
Gespeichert in:
| Veröffentlicht in: | Bilingual research journal 2013-01, Vol.36 (1), p.6-34 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 34 |
|---|---|
| container_issue | 1 |
| container_start_page | 6 |
| container_title | Bilingual research journal |
| container_volume | 36 |
| creator | Durán, Lillian Roseth, Cary Hoffman, Patricia Robertshaw, M. Brooke |
| description | The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and Spanish through two years in preschool and their kindergarten year. The TBE model was found to confer significant benefits in Spanish-language and literacy development without cost to English development. Future research directions and implications for practice are discussed. |
| doi_str_mv | 10.1080/15235882.2012.735213 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1365650211</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1003467</ericid><sourcerecordid>2990074401</sourcerecordid><originalsourceid>FETCH-LOGICAL-c390t-2df0395caa7ed8187e733df71bd315783b4f96c33877c4e3f301f257f8fcfd403</originalsourceid><addsrcrecordid>eNp9Uctu1TAUjBBIlMIfgGSJBd3k4kccO2xQuQ1QdCWQWtaW68eti2MHO2m5X8Ov4ijQBYuufHxmzpyjmap6ieAGQQ7fIooJ5RxvMER4wwjFiDyqjpZ2TXkHH9_XHD-tnuV8AyGiBLdH1e-LUQaXr-uL0cgfLuzBt2Syuo7Rm5TfgF4mfwA7N5kk1QGcmVvj4ziYML0Dp2AXw95Ns3ZBetD_Gk1yC1Q-2ziMMrkcA4h20dRxKKwwFbU-7H1ZCWTQ4DLJkN3k4qLwwflywbxo6VnJpfu8emKlz-bF3_e4-v6xv9x-rndfP51vT3e1Ih2caqwtJB1VUjKjOeLMMEK0ZehKE0QZJ1eN7VpFCGdMNYZYApHFlFluldUNJMfVyao7pvhzNnkSg8vKeC-DiXMWqOmKk22H20J9_R_1Js6p3F9YpKUthRihwmpWlkox52SsGIs5Mh0EgmJJTfxLTSypiTW1MvZqHStWqvuR_guCkDQtK_j7FXfBxjTIu5i8FpM8-Jhs8VK5LMiDG_4AyoSqUg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1365650211</pqid></control><display><type>article</type><title>Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education</title><source>EBSCOhost Education Source</source><creator>Durán, Lillian ; Roseth, Cary ; Hoffman, Patricia ; Robertshaw, M. Brooke</creator><creatorcontrib>Durán, Lillian ; Roseth, Cary ; Hoffman, Patricia ; Robertshaw, M. Brooke</creatorcontrib><description>The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and Spanish through two years in preschool and their kindergarten year. The TBE model was found to confer significant benefits in Spanish-language and literacy development without cost to English development. Future research directions and implications for practice are discussed.</description><identifier>ISSN: 1523-5882</identifier><identifier>EISSN: 1523-5890</identifier><identifier>DOI: 10.1080/15235882.2012.735213</identifier><identifier>CODEN: BREJED</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>Bilingual Education ; Bilingualism ; Disadvantaged Youth ; Early childhood education ; Early literacy ; Educational Practices ; Emergent Literacy ; English (Second Language) ; English language ; Expressive Language ; Head Start project ; Kindergarten ; Language acquisition ; Longitudinal Studies ; Phonological Awareness ; Preschool Children ; Receptive Language ; Second Language Learning ; Spanish language ; Speech Communication</subject><ispartof>Bilingual research journal, 2013-01, Vol.36 (1), p.6-34</ispartof><rights>Copyright the National Association for Bilingual Education 2013</rights><rights>Copyright Taylor & Francis Inc. 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c390t-2df0395caa7ed8187e733df71bd315783b4f96c33877c4e3f301f257f8fcfd403</citedby><cites>FETCH-LOGICAL-c390t-2df0395caa7ed8187e733df71bd315783b4f96c33877c4e3f301f257f8fcfd403</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,4024,27923,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1003467$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Durán, Lillian</creatorcontrib><creatorcontrib>Roseth, Cary</creatorcontrib><creatorcontrib>Hoffman, Patricia</creatorcontrib><creatorcontrib>Robertshaw, M. Brooke</creatorcontrib><title>Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education</title><title>Bilingual research journal</title><description>The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and Spanish through two years in preschool and their kindergarten year. The TBE model was found to confer significant benefits in Spanish-language and literacy development without cost to English development. Future research directions and implications for practice are discussed.</description><subject>Bilingual Education</subject><subject>Bilingualism</subject><subject>Disadvantaged Youth</subject><subject>Early childhood education</subject><subject>Early literacy</subject><subject>Educational Practices</subject><subject>Emergent Literacy</subject><subject>English (Second Language)</subject><subject>English language</subject><subject>Expressive Language</subject><subject>Head Start project</subject><subject>Kindergarten</subject><subject>Language acquisition</subject><subject>Longitudinal Studies</subject><subject>Phonological Awareness</subject><subject>Preschool Children</subject><subject>Receptive Language</subject><subject>Second Language Learning</subject><subject>Spanish language</subject><subject>Speech Communication</subject><issn>1523-5882</issn><issn>1523-5890</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNp9Uctu1TAUjBBIlMIfgGSJBd3k4kccO2xQuQ1QdCWQWtaW68eti2MHO2m5X8Ov4ijQBYuufHxmzpyjmap6ieAGQQ7fIooJ5RxvMER4wwjFiDyqjpZ2TXkHH9_XHD-tnuV8AyGiBLdH1e-LUQaXr-uL0cgfLuzBt2Syuo7Rm5TfgF4mfwA7N5kk1QGcmVvj4ziYML0Dp2AXw95Ns3ZBetD_Gk1yC1Q-2ziMMrkcA4h20dRxKKwwFbU-7H1ZCWTQ4DLJkN3k4qLwwflywbxo6VnJpfu8emKlz-bF3_e4-v6xv9x-rndfP51vT3e1Ih2caqwtJB1VUjKjOeLMMEK0ZehKE0QZJ1eN7VpFCGdMNYZYApHFlFluldUNJMfVyao7pvhzNnkSg8vKeC-DiXMWqOmKk22H20J9_R_1Js6p3F9YpKUthRihwmpWlkox52SsGIs5Mh0EgmJJTfxLTSypiTW1MvZqHStWqvuR_guCkDQtK_j7FXfBxjTIu5i8FpM8-Jhs8VK5LMiDG_4AyoSqUg</recordid><startdate>20130101</startdate><enddate>20130101</enddate><creator>Durán, Lillian</creator><creator>Roseth, Cary</creator><creator>Hoffman, Patricia</creator><creator>Robertshaw, M. Brooke</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20130101</creationdate><title>Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education</title><author>Durán, Lillian ; Roseth, Cary ; Hoffman, Patricia ; Robertshaw, M. Brooke</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c390t-2df0395caa7ed8187e733df71bd315783b4f96c33877c4e3f301f257f8fcfd403</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Bilingual Education</topic><topic>Bilingualism</topic><topic>Disadvantaged Youth</topic><topic>Early childhood education</topic><topic>Early literacy</topic><topic>Educational Practices</topic><topic>Emergent Literacy</topic><topic>English (Second Language)</topic><topic>English language</topic><topic>Expressive Language</topic><topic>Head Start project</topic><topic>Kindergarten</topic><topic>Language acquisition</topic><topic>Longitudinal Studies</topic><topic>Phonological Awareness</topic><topic>Preschool Children</topic><topic>Receptive Language</topic><topic>Second Language Learning</topic><topic>Spanish language</topic><topic>Speech Communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Durán, Lillian</creatorcontrib><creatorcontrib>Roseth, Cary</creatorcontrib><creatorcontrib>Hoffman, Patricia</creatorcontrib><creatorcontrib>Robertshaw, M. Brooke</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Bilingual research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Durán, Lillian</au><au>Roseth, Cary</au><au>Hoffman, Patricia</au><au>Robertshaw, M. Brooke</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1003467</ericid><atitle>Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education</atitle><jtitle>Bilingual research journal</jtitle><date>2013-01-01</date><risdate>2013</risdate><volume>36</volume><issue>1</issue><spage>6</spage><epage>34</epage><pages>6-34</pages><issn>1523-5882</issn><eissn>1523-5890</eissn><coden>BREJED</coden><abstract>The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and their receptive and expressive language and phonological awareness skills were measured in English and Spanish through two years in preschool and their kindergarten year. The TBE model was found to confer significant benefits in Spanish-language and literacy development without cost to English development. Future research directions and implications for practice are discussed.</abstract><cop>Philadelphia</cop><pub>Routledge</pub><doi>10.1080/15235882.2012.735213</doi><tpages>29</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1523-5882 |
| ispartof | Bilingual research journal, 2013-01, Vol.36 (1), p.6-34 |
| issn | 1523-5882 1523-5890 |
| language | eng |
| recordid | cdi_proquest_journals_1365650211 |
| source | EBSCOhost Education Source |
| subjects | Bilingual Education Bilingualism Disadvantaged Youth Early childhood education Early literacy Educational Practices Emergent Literacy English (Second Language) English language Expressive Language Head Start project Kindergarten Language acquisition Longitudinal Studies Phonological Awareness Preschool Children Receptive Language Second Language Learning Spanish language Speech Communication |
| title | Spanish-Speaking Preschoolers' Early Literacy Development: A Longitudinal Experimental Comparison of Predominantly English and Transitional Bilingual Education |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-03T23%3A23%3A23IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Spanish-Speaking%20Preschoolers'%20Early%20Literacy%20Development:%20A%20Longitudinal%20Experimental%20Comparison%20of%20Predominantly%20English%20and%20Transitional%20Bilingual%20Education&rft.jtitle=Bilingual%20research%20journal&rft.au=Dur%C3%A1n,%20Lillian&rft.date=2013-01-01&rft.volume=36&rft.issue=1&rft.spage=6&rft.epage=34&rft.pages=6-34&rft.issn=1523-5882&rft.eissn=1523-5890&rft.coden=BREJED&rft_id=info:doi/10.1080/15235882.2012.735213&rft_dat=%3Cproquest_cross%3E2990074401%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1365650211&rft_id=info:pmid/&rft_ericid=EJ1003467&rfr_iscdi=true |