Literaturnachweis - Detailanzeige
| Autor/inn/en | Jackson-Maldonado, Donna; Acosta, Rosa Patricia Barcenas |
|---|---|
| Titel | Assessing Early Communicative Abilities in Spanish-Speaking Children from Low-SES Families |
| Quelle | In: Zero to Three (J), 27 (2006) 1, S.22-27 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0736-8038 |
| Schlagwörter | Speech Communication; Mothers; Language Tests; Language Skills; Communication Skills; Spanish Speaking; Low Income Groups; Evaluation Methods; Language Acquisition; Parent Influence; Educational Attainment; Infants; Observation; Parent Attitudes; Young Children |
| Abstract | The incidence of Spanish-speaking children who require language and education services is increasing. Language testing of these children requires assessment instruments that are linguistically, culturally, and developmentally appropriate. However, most of the currently available Spanish-language instruments are limited in number and are designed for older children. The authors describe a study that used direct observation and parental report to provide information about the development of early gestures and vocabulary to explore the effect of mother's educational level on language skill acquisition. Participants included 64 10- and 12-month-old children (31 of each) and the study included both parental report measures and a laboratory observation to assess language skills. No significant differences were found between groups for the two measures of language assessment or for the effect of mother's educational level. The parental report instrument may be more effective than direct observation in a laboratory setting to learn about early language development in Spanish-speaking children. Speech and language pathologists need norm-referenced assessment instruments that evaluate early communication skills, are predictive of future development, and take into account differences between economic and educational status. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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