英语和西班牙语写作能力的维度,以及一年级英语-西班牙语新兴双语儿童的语言和认知能力与书面写作的关系

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Reading Research Quarterly Pub Date : 2024-08-07 DOI:10.1002/rrq.573
Young‐Suk Grace Kim
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引用次数: 0

摘要

我们研究了一年级英语-西班牙语新兴双语儿童的语言技能(词汇、听力理解和口头复述)、抄写技能(拼写和书写流畅性)和领域一般认知/执行功能(工作记忆和注意力控制)与写作质量的关系。数据来自 211 名儿童(57% 为女孩;82% 为西班牙裔儿童,9.5% 为白人儿童,4% 为亚裔美国儿童)的方便抽样,这些儿童接受了英语和西班牙语的书面作文、词汇、听力理解、口头复述和拼写;英语的手写流利性和工作记忆;以及由教师评定的注意力控制。确认性因素分析结果表明,英语和西班牙语叙事和观点体裁的写作质量最适合描述为一种单维技能。结构方程模型的结果表明,在控制了性别、英语学习者身份、西班牙裔身份和双语沉浸课程的入学情况后,英语口语、英语拼写和西班牙语拼写技能与写作质量有独立的关系,但西班牙语口语技能与写作质量没有关系。工作记忆和注意力控制与写作质量的关系是间接的,受口语和转录技能的影响。我们将根据理论并结合小学一年级新兴双语儿童的情况对这些结果进行讨论。
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Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1
We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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