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dc.contributor.advisorHammer, Carol Scheffner
dc.creatorBitetti, Dana Lynn
dc.date.accessioned2020-10-20T13:33:36Z
dc.date.available2020-10-20T13:33:36Z
dc.date.issued2016
dc.identifier.other965642490
dc.identifier.urihttp://hdl.handle.net/20.500.12613/805
dc.description.abstractThere is a growing need for more information regarding the early academic development of preschool-age children who are learning to speak Spanish and English. To achieve this, studies are needed that acknowledge the heterogeneity of language abilities within bilingual preschool children, and that these variations in language abilities may impact children’s early academic skills. This two-study dissertation investigated how four foundational skills: narrative production, phonological awareness, letter-word identification, and early math, differed depending on the language dominance Spanish-English bilingual children possessed at preschool entry. The studies used data from a larger language, literacy, and self-regulation project entitled Tools of the Mind: Promoting ELLs’ Language, Self-Regulation & School-Readiness. Participants were typically-developing children of Latino heritage recruited from early childhood centers with primarily English instruction. Performance on a standardized language battery given in English and Spanish was used to assign children to one of three language-dominance groups (i.e., stronger-English, balanced abilities, stronger-Spanish). Both studies yielded several findings that make unique contributions to research on bilingual preschoolers. The first study underscored the important relations of both lexical diversity and grammatical production abilities to bilingual preschoolers’ narrative macrostructure. The second study identified specific areas of school readiness strengths for each language dominance group and identified areas that may need additional support. Implications of interest to speech-language pathologists and other early childhood professionals are discussed, including implications for assessment and differential instruction.
dc.format.extent171 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectSpeech Therapy
dc.subjectEducation, Early Childhood
dc.subjectBilingual
dc.subjectLanguage
dc.subjectLiteracy
dc.subjectMath
dc.subjectNarrative
dc.subjectPreschool
dc.titleLanguage Dominance and the Language, Literacy, and Early Math of Spanish-English Bilingual Preschoolers
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberKrakow, Rena A.
dc.contributor.committeememberReich, Jodi
dc.contributor.committeememberWasik, Barbara A.
dc.contributor.committeememberHindman, Annemarie H.
dc.description.departmentCommunication Sciences
dc.relation.doihttp://dx.doi.org/10.34944/dspace/787
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-20T13:33:36Z


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