Rinaldi Claudia, Páez Mariela
Boston College.
Learn Disabil. 2008 Mar;6(1):71-84.
This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.
本文报告了一项针对234名一年级说西班牙语学生样本的纵向分析，该分析探究了预测其英语和西班牙语单词阅读技能的因素。这些儿童在学前班、幼儿园和一年级结束时接受了评估。数据包括伍德科克语言能力测验的三个子测验以及一项由研究人员开发的语音意识任务。结果显示，平均而言，儿童的英语单词阅读技能与单语规范的技能相似，而他们的西班牙语单词阅读技能平均比均值低一个标准差。研究发现，学前班的英语词汇、英语记忆技能、西班牙语词汇和西班牙语单词阅读技能是一年级英语单词阅读技能的重要预测指标。文中还讨论了对这一群体在幼儿期进行评估和教学的教育意义。
