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首页> 外文学位 >When is an English Language Learner Not An English Language Learner? Exploring Individual Differences in Developmental Language and Literacy Acquisition for At-Risk Learners: A Latent Transition Approach.
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When is an English Language Learner Not An English Language Learner? Exploring Individual Differences in Developmental Language and Literacy Acquisition for At-Risk Learners: A Latent Transition Approach.

机译：什么时候英语学习者不是英语学习者？探索风险学习者在发展语言和读写能力上的个体差异：一种潜在的过渡方法。

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摘要

Empirical evidence suggests oral language proficiency is correlated with literacy outcomes; however, the relationship between oral language proficiency and literacy outcomes for English Language Learners is highly variable. As a result, the field lacks critical direction to identify children who are English Language Learners experiencing general reading difficulties or difficulty due to underlying reading disabilities. These inconsistent results may be due to the fact that published studies treat English Language Learner participants as a homogenous group. As a result, the purpose of this study was to identify unobserved heterogeneity in language acquisition for children who are Spanish-speaking English Language Learners. Latent Transition Analysis was used to model meaningful patterns of acquisition in bilingual oral language proficiency. Spanish-speaking children (N = 500) in the 1st, 2nd , and 3rd grade during Year 1 (2009-2010) were tested during the Fall of each school year, for a total of three assessment waves from 2009-2012. The extended bilingual (English/Spanish) assessment battery tested language, reading, and cognition abilities on both norm-referenced and experimental measures. All testing was counterbalanced for language presentation and test order during each assessment wave.;Examination of fit statistics combined with substantive theory suggested four meaningful classes of bilingual oral language proficiency emerged and remained consistent across time points. Further examination of the transitional probabilities indicated overwhelming stability for language acquisition; however, instances of developmental progress did emerge. Adding time-varying covariates of phonological processing abilities in English did not significantly change the 4-class solutions derived at each time point. Estimated means predicting distal reading comprehension outcomes from year 2 class standing suggest children's class standing was a significant predictor of reading comprehension abilities in English. Overall, findings provide unique contributions to shape educational policy, classroom practices, and the field of research for English Language Learners.
机译：经验证据表明，口语水平与读写能力相关。然而，英语学习者的口语能力和读写能力之间的关系是高度可变的。结果，该领域缺乏关键的方向来识别英语学习者的孩子，他们遇到一般的阅读困难或由于潜在的阅读障碍而造成的困难。这些不一致的结果可能是由于已发表的研究将英语学习者参与者视为同质群体这一事实。因此，本研究的目的是为讲西班牙语的英语学习者的儿童识别语言习得中未发现的异质性。潜在迁移分析用于对双语口语水平的有意义的习得模式进行建模。在每个学年秋季，对一年级（2009-2010年）一年级，二年级和三年级的讲西班牙语的儿童（N = 500）进行了测试，从2009-2012年共进行了三轮评估。扩展的双语（英语/西班牙语）评估电池测试了在语言参考和实验测量方面的语言，阅读和认知能力。在每个评估浪潮中，所有测试的语言表现形式和测试顺序均处于平衡状态。；适合性统计数据与实体理论的结合表明，出现了四种有意义的双语口语水平，并且在各个时间点上保持一致。对过渡概率的进一步检查表明，语言习得具有压倒性的稳定性；但是，确实出现了发展进步的实例。在英语中添加语音处理能力的时变协变量不会显着改变每个时间点派生的4类解。从第二年级的学习成绩预测远端阅读理解结果的估计方法表明，儿童的学习成绩是英语阅读理解能力的重要预测指标。总体而言，调查结果为制定教育政策，课堂实践以及英语学习者的研究领域做出了独特贡献。

著录项

  • 作者

    Guzman-Orth, Danielle Alicia.;

  • 作者单位

    University of California, Santa Barbara.;

  • 授予单位 University of California, Santa Barbara.;
  • 学科 English as a second language.;Special education.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 138 p.
  • 总页数 138
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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