ERIC Number: ED422725
Record Type: Non-Journal
Publication Date: 1998-Jul
Reference Count: N/A
Improvements in the English- and Spanish-Language Expression and Comprehension of Latino Preschoolers.
Malabonga, Valerie; Cox, Mary-Lorraine L.
A study investigated the changes in English and Spanish oral expression and comprehension skills of 18 male and 25 female Spanish-speaking Latino children attending a preschool that emphasized English language learning but supported maintenance of Spanish skills. For comparison purposes, the English skills of African American children (n=16 boys, 15 girls) attending the same school were also assessed at the end of the year. To test oral expression, a story-telling measure normed on Latino children was used. To assess comprehension skills, children were read stories in English (non-Latino children) or in English and Spanish (Latino children), and the children were individually asked multiple-choice questions. Results show significant improvement in the English expression scores of the Spanish-speaking children. The African American children scored significantly higher on the English expression measure. The Spanish expression scores of the Latino children increased, but not significantly. English comprehension scores, which were similar for Spanish-speakers and African Americans, did not increase significantly for the Spanish-speaking students. Spanish comprehension scores declined slightly but not significantly. Implications for preschool environment and instruction are discussed. (Contains nine references.) (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A