The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten

被引：152

作者：

Hammer, Carol Scheffner ^{[1
]}

Davison, Megan Dunn ^{[2
]}

Lawrence, Frank R. ^{[1
]}

Miccio, Adele W. ^{[1
]}

机构：

[1] Penn State Univ, University Pk, PA 16802 USA

[2] Temple Univ, Philadelphia, PA 19122 USA

来源：

SCIENTIFIC STUDIES OF READING | 2009年 / 13卷 / 02期

关键词：

GROWTH;

D O I：

10.1080/10888430902769541

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This investigation examined the impact of maternal language and children's gender on bilingual children's vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period revealed that mothers increased their usage of English to their children. In addition, more mothers of sons reported using More or All English with their children than mothers of daughters. Growth curve modeling indicated that increased usage of English did not impact children's English vocabulary or emergent literacy development. However, increased usage of English slowed the growth of children's Spanish vocabulary. Despite differences in mother-to-child language usage, gender did not impact growth in either language. These findings provide evidence that maternal usage of Spanish does not negatively affect children's developing English vocabulary or emergent literacy abilities. Maternal usage of Spanish appears necessary to maximize children's developing Spanish vocabulary.

引用

页码：99 / 121

页数：23

共 62 条

[1] Literacy attainment in a second language submersion context [J].