Bilingual Phonological Awareness: Reexamining the Evidence for Relations within and across Languages

Autor/inn/en	Branum-Martin, Lee; Tao, Sha; Garnaat, Sarah
Titel	Bilingual Phonological Awareness: Reexamining the Evidence for Relations within and across Languages
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.111-125 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037149
Schlagwörter	Bilingualism; Phonological Awareness; English; Literature Reviews; Korean; Spanish; Mandarin Chinese; Sino Tibetan Languages; Factor Analysis; Structural Equation Models; Meta Analysis; Greek + Suchen Sie Ihr Suchwort? Bilingualismus; English language; Englisch; Koreanisch; Spanisch; Faktorenanalyse; Meta-analysis; Metaanalyse; Grieche; Griechisch
Abstract	There is increasing interest in the role of phonological awareness across languages. Research is uncovering cross-language effects of phonological awareness upon English reading, even from nonalphabetic languages. However, little of this research has focused on examining the extent to which multiple measures of phonological awareness indicate a single construct within or across languages. This article updates 2 recent reviews of the literature by fitting rival a priori models of multiple measures in order to test within-language and across-language structure among multiple phonological awareness tasks. Although the number and types of languages covered were quite limited, the results demonstrate high cross-language correlations, suggesting that measurement error has attenuated prior estimates of the cross-language correlation of phonological tasks. The current results suggest that in alphabetic languages, there is empirical support for phonological awareness as a unitary ability within English and other languages. In Korean and in Spanish, phonological awareness may operate as a language-general construct. In Cantonese and Mandarin, the results were less clear. The results also highlight the limitations of the current research base and important areas for future investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01