ABSTRACT

This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differential relations between the literacy profiles and spring early reading measures of alphabet knowledge and oral language, measures that are typically used to evaluate kindergarten readiness for literacy instruction. Practice or Policy: Results highlight the heterogeneous nature of emergent literacy development in Spanish-speaking children and demonstrate the need for individualized literacy instruction during the preschool years.

摘要

本研究评估了讲西班牙语的学龄前儿童的新兴识字概况。参与者包括双语教室的 440 名儿童，他们在学前学年开始和结束时接受了英语和西班牙语评估。研究结果：通过对秋季数据进行的潜在概况分析，出现了四种根据经验得出的紧急识字概况。进行了进一步的分析以确定识字概况与字母知识和口语的春季早期阅读测量之间是否存在差异关系，这些测量通常用于评估幼儿园的识字教学准备情况。实践或政策：结果突出了讲西班牙语的儿童的新兴识字发展的异质性，并证明了学龄前阶段个性化识字教学的必要性。