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Patterns of Early Dual Language Proficiency : = Correlates, Changes, and Stability from 2.5 through 4 Years.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Patterns of Early Dual Language Proficiency :/
其他題名:	Correlates, Changes, and Stability from 2.5 through 4 Years.
作者:	Ramirez, Nicolette.
面頁冊數:	1 online resource (66 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Behavioral psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355676143

Patterns of Early Dual Language Proficiency : = Correlates, Changes, and Stability from 2.5 through 4 Years.
Ramirez, Nicolette.

Patterns of Early Dual Language Proficiency :Correlates, Changes, and Stability from 2.5 through 4 Years. - 1 online resource (66 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--Florida Atlantic University, 2017.

Includes bibliographical references

Research indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in English and Spanish. The present study focused on the prevalence of these four patterns and their concurrent correlates amongst 30 month old (N = 87, 48 females) and 48 month old ( N = 74, 40 females) simultaneous English-Spanish bilinguals with special emphasis on the distinguishing factors for those with high dual language skills. Overall, for those with high dual scores, the findings reveal that gender, birth-order, and maternal level of education are predictive of high dual language scores so that members of this group are largely first-born females of mothers with an average 15.8 years of education. English dominant scores were predicted by percent English input in the home and birth-order so that children in this group were mostly later-born children with 65% English input in the home. Spanish dominant scores were predicted by percent English input in the home and Spanish book-reading behaviors as children in this group received 23% of their in-home input in English and were read to for more than one hour per week in Spanish. Low dual scores were marginally predicted by gender and Spanish book-reading behaviors, children in this group were mostly male and received less than an in hour of Spanish reading per week.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355676143Subjects--Topical Terms:

1179418
Behavioral psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Patterns of Early Dual Language Proficiency : = Correlates, Changes, and Stability from 2.5 through 4 Years.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
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504 $a Includes bibliographical references
520 $a Research indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in English and Spanish. The present study focused on the prevalence of these four patterns and their concurrent correlates amongst 30 month old (N = 87, 48 females) and 48 month old ( N = 74, 40 females) simultaneous English-Spanish bilinguals with special emphasis on the distinguishing factors for those with high dual language skills. Overall, for those with high dual scores, the findings reveal that gender, birth-order, and maternal level of education are predictive of high dual language scores so that members of this group are largely first-born females of mothers with an average 15.8 years of education. English dominant scores were predicted by percent English input in the home and birth-order so that children in this group were mostly later-born children with 65% English input in the home. Spanish dominant scores were predicted by percent English input in the home and Spanish book-reading behaviors as children in this group received 23% of their in-home input in English and were read to for more than one hour per week in Spanish. Low dual scores were marginally predicted by gender and Spanish book-reading behaviors, children in this group were mostly male and received less than an in hour of Spanish reading per week.
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