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Folly Beach Library
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Wando Mount Pleasant Library
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Average Change in Sentence Repetition by Spanish-English Speaking Children: Kindergarten to First Grade
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Wood, Carla; Hoge, Rachel
- Language:
English- Source:
International Journal of Bilingual Education and Bilingualism. 2019 22(6):725-740.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 16
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305A130460
- Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1 - Subject Terms: Kindergarten; Grade 1; Elementary School Students; Preschool Children; Sentences; Repetition; Spanish; Bilingual Students; Syntax; Morphology (Languages); Second Language Learning; Verbal Ability; Vocabulary; Low Income Students; Accuracy; Language Proficiency; English (Second Language); Language Usage; Family Environment; Parent Background; Educational Attainment; Occupations; Nonverbal Ability; Cognitive Ability
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/13670050.2017.1308310
- ISSN: 1367-0050
- Abstract: Purpose: This study aimed to describe change in dual language learners' (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish. Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one within-subjects effect (time). Results: Overall there was a significant difference in sentence repetition accuracy between time points showing growth in English (p < 0.001, d = 1.24), and no significant change in Spanish. Results highlight malleable English grammatical forms (e.g. conditional (if-then); question inversion of auxiliaries; and subordinating conjunctions) and forms that remained challenging for DLLs in first grade (e.g. irregular past). Conclusion: Findings support the use of a sentence repetition task as a progress monitoring tool for young DLLs. Highlighted grammatical errors may be informative for planning intensified instructional support in kindergarten and first grade. [For the corresponding grantee submission, see ED588804.]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2019
- Accession Number: EJ1223507
- Availability:
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