Children's Expressive Language Skills and Their Impact on the Relation between First-and Second-Language Phonological Awareness Skills

Autor/inn/en	Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.
Titel	Children's Expressive Language Skills and Their Impact on the Relation between First-and Second-Language Phonological Awareness Skills
Quelle	In: Scientific Studies of Reading, 18 (2014) 2, S.114-129 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2013.819355
Schlagwörter	Expressive Language; Language Skills; Native Language; Second Language Learning; Transfer of Training; Preschool Children; Phonological Awareness; Language Research; Spanish Speaking; Language Minorities; English (Second Language); Correlation; Disadvantaged Youth; Models; Emergent Literacy; Reading Tests; Language Tests; Scores; California; Preschool Language Scale + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachforschung; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Benachteiligter Jugendlicher; Analogiemodell; Frühleseunterricht; Lesetest; Language test; Sprachtest; Kalifornien
Abstract	The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first-and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children's first-and second-language PA skills varied as a function of their first-and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children's first-and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10