The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K-2nd) Longitudinal Study

Autor/inn/en	Kelley, Michael F.; Roe, Mary; Blanchard, Jay; Atwill, Kim
Titel	The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K-2nd) Longitudinal Study
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.973127
Schlagwörter	Phonemic Awareness; Emergent Literacy; Reading Improvement; Reading Fluency; Reading Comprehension; Receptive Language; Scores; English (Second Language); English Language Learners; Vocabulary Development; Language Acquisition; Early Childhood Education; Interference (Language); Investigations; Spanish Speaking; Achievement Gains; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseverstehen; Rezeptive Kommunikationsfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Untersuchung; Achievement gain; Leistungssteigerung
Abstract	This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the group's scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01