The Relationship between Parental Language Dominance of Heritage Spanish-speaking Children and Child Performance in Normative Language Assessments

2017 ◽  
Vol 14 (3) ◽  
pp. 264-287
Author(s):  
Estrella Rodríguez ◽  
Gretchen Sunderman ◽  
Carla Wood
Keyword(s):  
Emergent Literacy ◽  
Negative Relationship ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Letter Identification ◽  
Holistic View ◽  
Language Dominance ◽  
Emergent Literacy Skills ◽  
Child Performance ◽  
The Relationship

This study investigates the relationship between parental language dominance in Spanish and heritage language (HL) child performance on receptive vocabulary and emergent literacy skills in English through two norm-based assessments. We used the Bilingual Language Profile (BLP) (Birdsong, Gertken, & Amengual, 2012) to assess parental language dominance in a quantifiable and structured way. Kindergarten HL children (n = 58) were tested on the Peabody Picture Vocabulary Test, PPVT-4 (Dunn & Dunn, 2007), as a receptive measure of English vocabulary. They were also tested on three sub sets of the Woodcock Reading Mastery Test, Third Edition (WRMT-III) (2011), as measures of emergent literacy skills. BLP scores indicated that parents were mostly Spanish dominant. Correlations conducted between parent BLP scores and child receptive vocabulary (PPVT-4) showed a negative relationship. In contrast, parental BLP scores were positively related to two of the WRMT-III subsets (letter identification and rapid automatic naming). We argue that parental dominance had a different role influencing child reading readiness in English (WRMT –III) versus child receptive vocabulary acquisition (PPVT-4). These results support the domain specific nature of language (Grosjean, 2016). We suggest the use of the BLP as a tool that provides a holistic view of linguistic dominance.

scholarly journals Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start

2018 ◽  
Vol 38 (2) ◽  
pp. 118-128 ◽  
Author(s):  
John J. Heilmann ◽  
Maura J. Moyle ◽  
Ashley M. Rueden
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
First Year ◽  
Academic Difficulties ◽  
Alphabet Knowledge ◽  
Emergent Literacy Skills ◽  
Academic Year

Having strong alphabet knowledge early in life is a powerful predictor of long-term reading and academic outcomes. Upon tracking the alphabet knowledge of 172 children enrolled in their first year of Head Start, we identified that most of the children could name fewer than 10 letters at the beginning of the academic year. Approximately, one third of the children with low alphabet knowledge in fall made significant progress and demonstrated mastery of 10 or more letters in spring. For the children who started the year knowing fewer than 10 letters, receptive vocabulary was the best predictor of who would make gains in alphabet knowledge throughout the year. In addition, most children who entered Head Start knowing fewer than 10 letters knew letters from their first names and the letters A, B, or O. Implications for the management of emergent literacy skills for children at-risk for academic difficulties are discussed.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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