Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

Autor/inn/en	Soto, Xigrid T.; Crucet-Choi, Andres; Goldstein, Howard
Titel	Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills
Quelle	29 (2020), S.1283-1300 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Soto, Xigrid T.) ORCID (Goldstein, Howard) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Children; Hispanic American Students; Phonological Awareness; Alphabets; Knowledge Level; Predictor Variables; Reading Skills; At Risk Students; Bilingual Students; English Language Learners; Spanish; Emergent Literacy; Literacy Education; Intervention; Phonemic Awareness; Language of Instruction; Program Effectiveness; Phoneme Grapheme Correspondence; Florida + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Buchstabenschrift; Wissensbasis; Prädiktor; Reading skill; Lesefertigkeit; Spanisch; Frühleseunterricht; Teaching language; Unterrichtssprache
Abstract	Purpose: Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are Dual Language Learners (DLLs). Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method: A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12-17 weeks. Results: Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter-sound correspondence skills and in generalizing this knowledge to English. Conclusion: These findings provide preliminary evidence Latinx preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01