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A Cross-Linguistic Examination of Heterogeneous Reading Profiles of Spanish-Speaking Bilingual Students
The Elementary School Journal ( IF 1.789 ) Pub Date : 2019-09-01 , DOI: 10.1086/704514
Ryan Grimm , Emily J. Solari , Michael M. Gerber , Karen Nylund-Gibson , H. Lee Swanson

Research with English monolinguals has identified key subskills of reading comprehension that can differentiate subgroups of readers. There remains a dearth of research examining these subskills in Spanish-speaking bilingual students, and few studies have identified subgroups of readers whose home language is Spanish. This study used latent profile analysis to identify three distinct reader profiles of Spanish-speaking bilingual students based on Spanish and English word reading and vocabulary measures and examined profile differences in Spanish and English reading comprehension. The profiles were primarily distinguished by Spanish measures and were labeled “balanced Spanish and English,” “average English/low Spanish expressive Language,” and “English dominant.” All three profiles scored significantly differently in Spanish reading comprehension. The balanced Spanish and English profile scored higher than the English-dominant profile in English reading comprehension. Implications for research and practice are discussed.

中文翻译:

对讲西班牙语的双语学生异质阅读档案的跨语言检查

对英语单一语言者的研究已经确定了可以区分读者亚群的阅读理解的关键子技能。仍然缺乏针对讲西班牙语的双语学生的这些子技能的研究,并且很少有研究确定母语是西班牙语的读者亚群。本研究使用潜在档案分析,根据西班牙语和英语单词阅读和词汇量度,确定了讲西班牙语的双语学生的三种不同的读者档案,并检查了西班牙语和英语阅读理解的档案差异。这些配置文件主要通过西班牙语测量来区分,并被标记为“平衡的西班牙语和英语”、“平均英语/低西班牙语表达语言”和“英语占主导地位”。所有三个配置文件在西班牙语阅读理解方面的得分都显着不同。在英语阅读理解方面,平衡的西班牙语和英语配置文件得分高于以英语为主的配置文件。讨论了对研究和实践的影响。
更新日期:2019-09-01
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