Examination of Narrative Language at Microstructural and Macrostructural Levels in Spanish-Speaking Preschoolers

2020 ◽  
Vol 51 (2) ◽  
pp. 428-440
Author(s):  
Lorena Orizaba ◽  
Brenda K. Gorman ◽  
Christine E. Fiestas ◽  
Gary E. Bingham ◽  
Nicole Patton Terry
Keyword(s):  
First Language ◽  
Expressive Vocabulary ◽  
Community Based ◽  
Assessment Protocol ◽  
Spanish Speaking ◽  
Narrative Skills ◽  
Narrative Assessment ◽  
Vocabulary Skills ◽  
Narrative Language ◽  
Academic Year

Purpose The purpose of this study was to examine narrative language samples of Spanish-speaking preschoolers to analyze changes in microstructural and macrostructural skills in their first language (L1) from fall to spring, relationships between narrative and vocabulary skills in L1, and the extent to which fall skills predict spring performance. Method Participants included 40 Spanish-speaking children who were enrolled in community-based preschool programs. Narrative language retells from the fall and spring were examined, and microstructural and macrostructural components were analyzed using the Narrative Assessment Protocol–Spanish and the Narrative Scoring Scheme, respectively. Participants also completed an assessment of expressive vocabulary in Spanish. Results The results indicated different degrees of change in microstructural and macrostructural elements, change from fall to spring in some but not all elements measured, shifting patterns of association between L1 vocabulary and narrative skills, and variable prediction of spring scores. Conclusion Results from this study enhance professionals' understanding of Spanish-speaking preschoolers' narrative language skills in L1 and considerations for assessing and monitoring progress at different points in the academic year.

English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers’ English vocabulary skills

2013 ◽  
Vol 35 (6) ◽  
pp. 1163-1187 ◽  
Author(s):  
FRANCISCO PALERMO ◽  
ARIANA M. MIKULSKI ◽  
RICHARD A. FABES ◽  
LAURA D. HANISH ◽  
CAROL LYNN MARTIN ◽  
...  
Keyword(s):  
Home Environment ◽  
Expressive Vocabulary ◽  
Peer Experiences ◽  
Spanish Speaking ◽  
Vocabulary Skills ◽  
Exposure Levels ◽  
Early English ◽  
Home Teacher ◽  
At Home

ABSTRACTThis study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers’ (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers’ English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.

scholarly journals Internal and External Factors That Support Children's Minority First Language and English

2018 ◽  
Vol 49 (3) ◽  
pp. 595-606 ◽  
Author(s):  
Giang Pham ◽  
Timothy Tipton
Keyword(s):  
Limited English Proficiency ◽  
First Language ◽  
The United States ◽  
External Factors ◽  
Cumulative Exposure ◽  
Phonological Memory ◽  
Expressive Vocabulary ◽  
Foreign Born ◽  
Vocabulary Skills ◽  
Internal And External Factors

Purpose Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority–majority) and separate contexts for learning (home–school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Method Participants included 69 children, aged 5–8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Results Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Conclusions Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.

Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners

2012 ◽  
Vol 35 (1) ◽  
pp. 119-153 ◽  
Author(s):  
YUUKO UCHIKOSHI
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Growth Rates ◽  
English Language ◽  
First Language ◽  
Expressive Vocabulary ◽  
Second Languages ◽  
Spanish Speaking ◽  
Concepts About Print ◽  
Early English

ABSTRACTThis study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print.

Grammatical morphology in language–impaired children acquiring English or German as their first language: A functional perspective

1992 ◽  
Vol 13 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Katrin Lidner ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
First Language ◽  
Sentence Production ◽  
Expressive Vocabulary ◽  
Language Impaired ◽  
Functional Perspective ◽  
Grammatical Morphology ◽  
German Speaking ◽  
English Speaking ◽  
Impaired Children

ABSTRACTFourteen matched pairs of German-speaking and English-speaking language-impaired children, aged 4;5–6;11, were tested for their knowledge of grammatical morphology and expressive vocabulary, using the Grammatical Closure subtest of the ITPA or its German adaptation, Grammatik in the PET, and the Expressive One-Word Picture Vocabulary Test or the Aktiver Wortschatztest. Children were matched pairwise on the basis of their chronological age, nonverbal IQ, and scores in a sentence imitation and a sentence production task. As predicted, the German-speaking language-impaired children earned higher scores in grammatical morphology and vocabulary than did the English-speaking children. These findings add to a growing body of literature that documents language-specific sensitivity to particular sorts of syntactic devices. They also suggest that the morphological difficulties seen in English-speaking language-impaired children stem in part from the minor functional role played by these forms during the early language learning years.

Narrative Assessment Protocol--Spanish Version

2016 ◽  
Author(s):  
Brenda K. Gorman ◽  
Gary E. Bingham ◽  
Christine E. Fiestas ◽  
Nicole Patton Terry
Keyword(s):  
Spanish Version ◽  
Assessment Protocol ◽  
Narrative Assessment

Narrative Assessment Protocol

2010 ◽  
Author(s):  
Laura M. Justice ◽  
Ryan Bowles ◽  
Khara Pence ◽  
Carolyn Gosse
Keyword(s):  
Assessment Protocol ◽  
Narrative Assessment

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

scholarly journals Receptive and Expressive Vocabulary Skills and Their Correlates in Mandarin-Speaking Infants with Unrepaired Cleft Lip and/or Palate

2020 ◽  
Vol 17 (9) ◽  
pp. 3015
Author(s):  
Si-Wei Ma ◽  
Li Lu ◽  
Ting-Ting Zhang ◽  
Dan-Tong Zhao ◽  
Bin-Ting Yang ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Short Form ◽  
Cross Sectional Study ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Cross Sectional ◽  
Vocabulary Skills ◽  
Communicative Development

Background: Vocabulary skills in infants with cleft lip and/or palate (CL/P) are related to various factors. They remain underexplored among Mandarin-speaking infants with CL/P. This study identified receptive and expressive vocabulary skills among Mandarin-speaking infants with unrepaired CL/P prior to cleft palate surgery and their associated factors. Methods: This is a cross-sectional study involving patients at the Cleft Lip and Palate Center of the Stomatological Hospital of Xi’an Jiaotong University between July 2017 and December 2018. The Putonghua Communicative Development Inventories-Short Form (PCDI-SF) was used to assess early vocabulary skills. Results: A total of 134 children aged 9–16 months prior to cleft palate surgery were included in the study. The prevalences of delays in receptive and expressive vocabulary skills were 72.39% (95% CI: 64.00–79.76%) and 85.07% (95% CI: 77.89–90.64%), respectively. Multiple logistic regression identified that children aged 11–13 months (OR = 6.46, 95% CI: 1.76–23.76) and 14–16 months (OR = 24.32, 95% CI: 3.86–153.05), and those with hard/soft cleft palate and soft cleft palate (HSCP/SCP) (OR = 5.63, 95% CI: 1.02–31.01) were more likely to be delayed in receptive vocabulary skills. Conclusions: Delays in vocabulary skills were common among Mandarin-speaking CL/P infants, and age was positively associated with impaired and lagging vocabulary skills. The findings suggest the necessity and importance of early and effective identification of CL/P, and early intervention programs and effective treatment are recommended for Chinese CL/P infants.

scholarly journals Selling the product: Strategies to increase recruitment and retention of Spanish-speaking Latinos in biomedical research

2018 ◽  
Vol 2 (3) ◽  
pp. 147-155 ◽  
Author(s):  
Scott D. Rhodes ◽  
Jorge Alonzo ◽  
Lilli Mann-Jackson ◽  
Amanda E. Tanner ◽  
Aaron T. Vissman ◽  
...  
Keyword(s):  
Health Disparities ◽  
Participatory Research ◽  
Biomedical Research ◽  
Community Based Participatory Research ◽  
Nominal Group ◽  
Research Partnership ◽  
Community Based ◽  
Retention Strategies ◽  
Recruitment And Retention ◽  
Spanish Speaking

IntroductionThe Latino population in the United States is rapidly growing and faces profound health disparities; however, engagement of Latinos in biomedical research remains low. Our community-based participatory research partnership has recruited 2083 Spanish-speaking Latinos into 21 studies over 15 years. We sought to identify and describe the strategies we have used to successfully recruit and retain Spanish-speaking Latinos in research.MethodsWe abstracted and analyzed data from archived study notes, progress reports, team meeting minutes, and in-depth interviews conducted annually from community-based participatory research partnership members. We used a nominal group process to refine and prioritize strategies.ResultsOverall, 13 recruitment strategies and 12 retention strategies emerged. These strategies relied on the creativity and perseverance of the study team and partners.ConclusionsIt is essential that we develop and disseminate effective recruitment and retention strategies that engage Latinos in biomedical research to reduce health disparities and promote health equity.

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