Cross‐Linguistic Lexical, Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers

Lucero, Audrey

doi:10.1111/cdev.12387

Cited by 31 publications

(35 citation statements)

References 49 publications

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“…However, clausal density (SI) was not predictive of macrostructure scores within each language. The strong relations between macrostructure and microstructure within languages during preschool are partially consistent with previous studies on older monolingual and bilingual children (e.g., Iluz-Cohen & Walters, 2012;Kang, 2012;Lucero, 2015). The regression results for the second question were contrary to the hypothesis.…”

Section: Discussionsupporting

confidence: 88%

“…The first question investigated both the cross-language relation between English macrostructure and Spanish macrostructure and the within-language relations of microstructure to macrostructure, specifically: (a) is English macrostructure production predicted by English microstructure features and Spanish macrostructure, and (b) is Spanish macrostructure production predicted by Spanish microstructure features and English macrostructure? It was hypothesized that cross-language associations between English macrostructure and Spanish macrostructure would be observed as well as within-language relations between microstructure and macrostructure for both languages, consistent with previous research on Spanish-English bilingual school-age children (e.g., Lucero, 2015;Pearson, 2002).…”

supporting

confidence: 65%

“…The narrative scoring scheme (NSS) is an index of narrative organization designed to be a developmentally sensitive measure for children ranging from preschool through fourth grade . The NSS was used as a measure of macrostructure in several studies using diverse samples of children including bilinguals (Bajaj, 2007;Finestack, Palmer, & Abbeduto, 2012;King, Dockrell, & Stuart, 2014;Lucero, 2015;Miller et al, 2006;Zhang, Anderson, & Nguyen-Jahiel, 2013). The NSS has seven components, including three for story grammar: introduction, conflict resolution, and conclusion; two for literate language: mental states and character development; and two for cohesion: referencing and cohesion .…”

Section: Macrostructurementioning

confidence: 99%

“…Research suggests that for bilinguals, microstructure abilities are more language specific than macrostructure because vocabulary and grammar are highly related to one another within languages but are weakly related across languages (e.g., Kohnert, Kan, & Conboy, 2010;Simon-Cereijido & Gutiérrez-Clellen, 2009). In addition, research on bilingual children's narratives suggests that microstructure forms support the production of macrostructure features within languages (Iluz-Cohen & Walters, 2012;Lucero, 2015).…”

mentioning

confidence: 99%

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The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations

Bitetti¹,

Hammer

López

2019

Applied Psycholinguistics

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Despite the importance of understanding the narrative abilities of bilingual children, minimal research has focused on Spanish–English bilingual preschoolers. Therefore, this study examined the cross-language macrostructure and within-language microstructure relations in the English and Spanish narratives of bilingual preschoolers and examined whether language dominance impacted these relations. Narratives were elicited from 200 preschool-aged children of Latino heritage. Microstructure measures included the number of different words, the mean length of utterance in words, and the subordination index. The narrative scoring scheme measured macrostructure (Heilmann, Miller, Nockerts, & Dunaway, 2010). Using standardized language testing of expressive vocabulary and sentence comprehension, the children were classified into two groups: balanced dominance and Spanish dominant. Results revealed that English macrostructure and Spanish macrostructure were not related after controlling for microstructure measures within languages. Children’s microstructure abilities in each language were strongly related to their macrostructure abilities within that language. Dominance did not moderate these relations. Consistent with previous research on school-age children, vocabulary was a unique predictor of macrostructure production. This study highlights the additional importance of utterance length within both languages to macrostructure during the preschool years. The absence of unique cross-language macrostructure relations and the absence of dominance group moderation may have been due to the immaturity of the children’s narratives.

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Section: Discussionsupporting

confidence: 88%

supporting

confidence: 65%

Section: Macrostructurementioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations

Bitetti¹,

Hammer

López

2019

Applied Psycholinguistics

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“…Research on bilinguals suggests that microstructure and macrostructure are correlated once a certain level of L2 proficiency has been achieved (Bedore, Peña, Gilliam, & Ho, 2010; Crosson & Lesaux, 2010; Geva, Wade-Wooley, & Shany, 1997; Verhoeven, 2004; Viberg, 2011) Additionally, there appear to be within- and cross-language relations between microlevel and macrolevel domains in narratives (Lucero, 2015; Squires et al, 2013; Uccelli & Páez, 2007). …”

Section: Role Of Narrative Skills In Readingmentioning

confidence: 99%

Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners

2017

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This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children one year later in second grade. Spanish-English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish-English DLLs scored lower than Cantonese-English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension one year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed.

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Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties

et al. 2022

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Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language among at-risk ELs in middle school (N = 161). Specifically, we contrasted variable-centered and person-centered approaches, and convergence between objective and self-report measures. Findings support a two-factor structure of English and Spanish language skills in this population, three profiles of students (balanced, moderately unbalanced-higher Spanish, and very unbalanced-higher English), convergence between variable-centered and person-centered approaches, and mixed support for subjective indices of usage. Results provide a foundation from which to examine the roles of L1 and L2 proficiency as well as balance in important cognitive and academic outcomes in this at-risk and understudied population.

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Cross‐Linguistic Lexical, Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers

Cited by 31 publications

References 49 publications

The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations

The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations

Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners

Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties

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