Páez Mariela M, Tabors Patton O, López Lisa M
Campion Hall 126, Lynch School of Education, Boston College, Chestnut Hill, MA 02467, USA.
J Appl Dev Psychol. 2007 Mar;28(2):85-102. doi: 10.1016/j.appdev.2006.12.007.
This article describes oral language and early literacy skills in Spanish and English for a sample of 319 bilingual children in Massachusetts and Maryland (ECS) and a comparison group of 144 monolingual Spanish-speaking children in Puerto Rico (PRC). Children were assessed as they entered and exited pre-kindergarten programs. Data collection included four subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results show that, on average, children in the ECS sample performed below average in both English and Spanish when compared to monolingual norms and, despite some early literacy and oral language gains during their pre-kindergarten year, continue to lag behind monolingual children of the same age. Children in the ECS sample performed better in the early literacy tasks than in the oral language tasks in both English and Spanish. On average, the PRC sample scored significantly better than the ECS sample in Spanish oral language skills, but lower in phonological awareness skills. Educational implications and directions for future research are discussed.
本文描述了马萨诸塞州和马里兰州319名双语儿童（ECS）以及波多黎各144名单语西班牙语儿童（PRC）的样本在西班牙语和英语方面的口语和早期读写能力。儿童在进入和离开学前班项目时接受了评估。数据收集包括伍德科克语言能力测验的四个子测试以及一项由研究人员开发的语音意识任务。结果表明，平均而言，与单语标准相比，ECS样本中的儿童在英语和西班牙语方面的表现均低于平均水平，并且尽管在学前班期间早期读写和口语能力有所提高，但仍落后于同龄的单语儿童。ECS样本中的儿童在英语和西班牙语的早期读写任务中比在口语任务中的表现更好。平均而言，PRC样本在西班牙语口语技能方面的得分明显高于ECS样本，但在语音意识技能方面得分较低。本文还讨论了教育意义和未来研究的方向。
