Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners

Autor/inn/en	Raynolds, Laura B.; López-Velásquez, Angela; Olivo Valentín, Laura E.
Titel	Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 4, S.719-737 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9696-y
Schlagwörter	Preschool Children; English Language Learners; Second Language Instruction; Spanish; Language Tests; Language Skills; Phonological Awareness; Rhyme; Suprasegmentals; Scores + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fremdsprachenunterricht; Spanisch; Language test; Sprachtest; Language skill; Sprachkompetenz; Reim
Abstract	Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p < 0.001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01