東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Dual-Language Development: Implicati...

Forman, Sarah Rose.

FindBook

Google Book

Amazon

博客來

Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students./
作者:	Forman, Sarah Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	103 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
Contained By:	Dissertation Abstracts International79-07B(E).
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745885
ISBN:	9780355671841

Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students.
Forman, Sarah Rose.

Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 103 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.

Thesis (Psy.D.)--Alliant International University, 2018.

The topic of dual-language development is relatively understudied, yet young dual-language learners are one of the fastest growing populations in the United States (Hammer et al., 2012; Hoff, 2006, 2013; Paez et al., 2007). There also appears to be a considerable lack of awareness in the field of psychology regarding how to sensitively and knowledgably conduct cognitive and academic assessments with young children who have diverse language experiences, resulting in a misrepresentation of bilingual children as deficient in their language skills (Bailey and Osipova, 2016; Hammer et al., 2012). At the same time, there exists an achievement gap between bilingual and monolingual students that is difficult if not impossible to close over time, illuminating that children's early literacy environments play a critical role in their language development and have the potential to influence later academic success (Bus et al., 2012; Hoff, 2006, 2013). An analysis of the research literature on dual-language development revealed a number of important issues. First, there is the problem of mislabeling bilingual children as deficient in their language skills, when, in fact, the assessments commonly used to measure their language functioning are not normed on a bilingual sample. Second, many psychologists are not assessing bilingual children in both of their languages, resulting in mislabeling and misdiagnosis. Third, the achievement gap between bilingual and monolingual students, and, relatedly, the achievement gap between children from middle- and low-socioeconomic backgrounds, warrants the need for more preventative strategies and early-intervention programs, as well as a more comprehensive understanding of dual-language development within the field of psychology at large.

ISBN: 9780355671841Subjects--Topical Terms:

519075
Psychology.

Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students.
LDR:02819nmm a2200313 4500 001 2166182
005 20181203094032.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355671841
035 $a (MiAaPQ)AAI10745885
035 $a (MiAaPQ)alliant:13090
035 $a AAI10745885
040 $a MiAaPQ $c MiAaPQ
100 1 $a Forman, Sarah Rose. $3 3354285
245 1 0 $a Dual-Language Development: Implications for Closing the Achievement Gap between Bilingual and Monolingual Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: B.
500 $a Advisers: Victor Cohen; Erika Lopez.
502 $a Thesis (Psy.D.)--Alliant International University, 2018.
520 $a The topic of dual-language development is relatively understudied, yet young dual-language learners are one of the fastest growing populations in the United States (Hammer et al., 2012; Hoff, 2006, 2013; Paez et al., 2007). There also appears to be a considerable lack of awareness in the field of psychology regarding how to sensitively and knowledgably conduct cognitive and academic assessments with young children who have diverse language experiences, resulting in a misrepresentation of bilingual children as deficient in their language skills (Bailey and Osipova, 2016; Hammer et al., 2012). At the same time, there exists an achievement gap between bilingual and monolingual students that is difficult if not impossible to close over time, illuminating that children's early literacy environments play a critical role in their language development and have the potential to influence later academic success (Bus et al., 2012; Hoff, 2006, 2013). An analysis of the research literature on dual-language development revealed a number of important issues. First, there is the problem of mislabeling bilingual children as deficient in their language skills, when, in fact, the assessments commonly used to measure their language functioning are not normed on a bilingual sample. Second, many psychologists are not assessing bilingual children in both of their languages, resulting in mislabeling and misdiagnosis. Third, the achievement gap between bilingual and monolingual students, and, relatedly, the achievement gap between children from middle- and low-socioeconomic backgrounds, warrants the need for more preventative strategies and early-intervention programs, as well as a more comprehensive understanding of dual-language development within the field of psychology at large.
590 $a School code: 1634.
650 4 $a Psychology. $3 519075
650 4 $a Educational psychology. $3 517650
650 4 $a Bilingual education. $3 2122778
690 $a 0621
690 $a 0525
690 $a 0282
710 2 $a Alliant International University. $b Professional Psychology. $3 2103304
773 0 $t Dissertation Abstracts International $g 79-07B(E).
790 $a 1634
791 $a Psy.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745885