Spoken Word Recognition by Latino Children Learning Spanish as Their First Language

Autor/inn/en	Hurtado, Nereyda; Marchman, Virginia A.; Fernald, Anne
Titel	Spoken Word Recognition by Latino Children Learning Spanish as Their First Language
Quelle	In: Journal of Child Language, 34 (2007) 2, S.227-249 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000906007896
Schlagwörter	Language Research; Eye Movements; Oral Language; Disadvantaged Youth; Second Language Learning; Word Recognition; Language Acquisition; Hispanic Americans; Spanish Speaking; Young Children; Low Income Groups; Developmental Stages; Language Processing; Vocabulary Development; Parent Influence; Mothers; Educational Attainment; Comparative Analysis; United States + Suchen Sie Ihr Suchwort? Sprachforschung; Augenbewegung; Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Zweitsprachenerwerb; Worterkennung; Sprachaneignung; Spracherwerb; Hispanic; Hispanoamerikaner; Frühe Kindheit; Sprachverarbeitung; Wortschatzarbeit; Mother; Mutter; Bildungsabschluss; Bildungsgut; USA
Abstract	Research on the development of efficiency in spoken language understanding has focused largely on middle-class children learning English. Here we extend this research to Spanish-learning children (n=49; M=2;0; range=1;3-3;1) living in the USA in Latino families from primarily low socioeconomic backgrounds. Children looked at pictures of familiar objects while listening to speech naming one of the objects. Analyses of eye movements revealed developmental increases in the efficiency of speech processing. Older children and children with larger vocabularies were more efficient at processing spoken language as it unfolds in real time, as previously documented with English learners. Children whose mothers had less education tended to be slower and less accurate than children of comparable age and vocabulary size whose mothers had more schooling, consistent with previous findings of slower rates of language learning in children from disadvantaged backgrounds. These results add to the cross-linguistic literature on the development of spoken word recognition and to the study of the impact of socioeconomic status (SES) factors on early language development. (Author).
Anmerkungen	Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10