PRINT AWARENESS OF THE PRE-SCHOOL BILINGUAL SPANISH-ENGLISH SPEAKING CHILD.

Persistent Link:
http://hdl.handle.net/10150/186260
Title:
PRINT AWARENESS OF THE PRE-SCHOOL BILINGUAL SPANISH-ENGLISH SPEAKING CHILD.
Author:
ROMERO, GUADALUPE GUERRERO.
Issue Date:
1983
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to discover the print awareness knowledge of 25 four- and five-year-old Spanish-English bilingual children and to see if differences among the children are related to home environmental factors. The specific questions to be answered were: (1) How does the use of language varieties in the home affect print awareness? (2) How does the language of written materials in the home (whether in Spanish or English) affect print awareness? (3) In what language do children respond to print awareness tasks? (4) How does the literacy environment in the home affect print awareness? (5) How does the language of the literacy environment (whether English or Spanish) affect print awareness? (6) How does the parental attitude toward reading affect print awareness? This naturalistic study presents data collected and analyzed with the following instruments: Signs of the Environment, Level I and Level II; Pre-Schooler's Book Handling Knowledge; and a Parent Interview which was conducted in the home. The data indicate that the children whose parents said that both languages were spoken in the home had the highest percentage of appropriate responses on all three tasks. Three main factors appear to influence the language in which the child responded to the tasks. These are contextual setting, experience with the item, and television. This study was not organized in such a way as to discover whether amount of literacy in the home and its degree of use makes a difference to children's print awareness. However, it is evident from the responses given by the children that the literacy environment of the home and its surroundings does influence print awareness. This study provides ample evidence that some bilingual economically poor children have a strong support base in literacy development which schools can expand upon: (1) Bilingual children are print aware and have knowledge of books. (2) Bilingual parents care and are anxious for the children to learn. (3) Bilingual parents read to their children and provide them with opportunities to read and write in the home. (4) Bilingual homes have a variety of opportunities for literacy.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language and education -- United States.; Bilingualism -- United States.; Mexican American children -- Education -- United States.; Reading readiness.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Goodman, Yetta

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePRINT AWARENESS OF THE PRE-SCHOOL BILINGUAL SPANISH-ENGLISH SPEAKING CHILD.en_US
dc.creatorROMERO, GUADALUPE GUERRERO.en_US
dc.contributor.authorROMERO, GUADALUPE GUERRERO.en_US
dc.date.issued1983en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to discover the print awareness knowledge of 25 four- and five-year-old Spanish-English bilingual children and to see if differences among the children are related to home environmental factors. The specific questions to be answered were: (1) How does the use of language varieties in the home affect print awareness? (2) How does the language of written materials in the home (whether in Spanish or English) affect print awareness? (3) In what language do children respond to print awareness tasks? (4) How does the literacy environment in the home affect print awareness? (5) How does the language of the literacy environment (whether English or Spanish) affect print awareness? (6) How does the parental attitude toward reading affect print awareness? This naturalistic study presents data collected and analyzed with the following instruments: Signs of the Environment, Level I and Level II; Pre-Schooler's Book Handling Knowledge; and a Parent Interview which was conducted in the home. The data indicate that the children whose parents said that both languages were spoken in the home had the highest percentage of appropriate responses on all three tasks. Three main factors appear to influence the language in which the child responded to the tasks. These are contextual setting, experience with the item, and television. This study was not organized in such a way as to discover whether amount of literacy in the home and its degree of use makes a difference to children's print awareness. However, it is evident from the responses given by the children that the literacy environment of the home and its surroundings does influence print awareness. This study provides ample evidence that some bilingual economically poor children have a strong support base in literacy development which schools can expand upon: (1) Bilingual children are print aware and have knowledge of books. (2) Bilingual parents care and are anxious for the children to learn. (3) Bilingual parents read to their children and provide them with opportunities to read and write in the home. (4) Bilingual homes have a variety of opportunities for literacy.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage and education -- United States.en_US
dc.subjectBilingualism -- United States.en_US
dc.subjectMexican American children -- Education -- United States.en_US
dc.subjectReading readiness.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Yettaen_US
dc.contributor.committeememberBlecha, Milaen_US
dc.contributor.committeememberBoggs, Juanitaen_US
dc.contributor.committeememberPaul, Aliceen_US
dc.contributor.committeememberSaldateen_US
dc.identifier.proquest8315304en_US
dc.identifier.oclc688627914en_US
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