Examining the Relationship between Emergent Literacy Skills and Invented Spelling in Prekindergarten Spanish-Speaking Dual Language Learners

Autor/inn/en	Pendergast, Meghan; Bingham, Gary; Patton-Terry, Nicole
Titel	Examining the Relationship between Emergent Literacy Skills and Invented Spelling in Prekindergarten Spanish-Speaking Dual Language Learners
Quelle	In: Early Education and Development, 26 (2015) 2, S.264-285 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.991083
Schlagwörter	Correlation; Emergent Literacy; Receptive Language; Regression (Statistics); Spanish; Vocabulary Development; Preschool Children; English (Second Language); Bilingualism; Invented Spelling; Preschool Teachers; Phonological Awareness; Measures (Individuals); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Frühleseunterricht; Rezeptive Kommunikationsfähigkeit; Regression; Regressionsanalyse; Spanisch; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Rechtschreibdidaktik; Erzieher; Erzieherin; Kindergärtnerin; Messdaten
Abstract	The purpose of the present study was to examine associations among English and Spanish emergent literacy skills of prekindergarten (pre-K) Spanish-speaking dual language learners in relation to their English invented spelling. Study participants included 141 Spanish-speaking 4-year-old children enrolled in state-funded pre-K programs in a large urban city located in the Southeast. All children were receiving English-only instruction. Children's Spanish and English receptive vocabulary and code-related skills were assessed in the fall and spring of their pre-K year, but their invented spelling was assessed only in the spring. Research Findings: Analyses revealed significant correlations among children's English and Spanish receptive vocabulary as well as English and Spanish early code-related skills in the fall and spring of the school year. Hierarchical regression analyses revealed direct contributions of children's English vocabulary and growth in Spanish code-related skills across the year to children's English invented spelling in the spring of the school year. This analysis also revealed that associations between children's English code-related skills and invented spelling appear to work through Spanish code-related skills. Practice or Policy: In order to promote young dual language learners' English invented spelling skills, early childhood educators should seek to support children's English vocabulary and English and Spanish code-related emergent literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01