Phonological Awareness Trajectories: Young Spanish-English and Cantonese-English Bilinguals

Autor/in	Uchikoshi, Yuuko
Titel	Phonological Awareness Trajectories: Young Spanish-English and Cantonese-English Bilinguals
Quelle	In: Language Learning, 69 (2019) 4, S.802-838 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uchikoshi, Yuuko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12352
Schlagwörter	Spanish; Sino Tibetan Languages; Phonological Awareness; Elementary School Students; Bilingualism; Educational Practices; Decoding (Reading); Vocabulary Skills; Books; Kindergarten; Grade 1; Grade 2; Longitudinal Studies; Reading Skills; Mainstreaming + Suchen Sie Ihr Suchwort? Spanisch; Bilingualismus; Bildungspraxis; Dekodierung; Aktiver Wortschatz; Book; Buch; Monographie; Monografie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit
Abstract	This study focused on the phonological awareness skills of 72 Spanish-English and 86 Cantonese-English bilinguals, all enrolled in bilingual and mainstream classrooms in the same schools. Bilinguals were assessed on phonological awareness, decoding, vocabulary, and knowledge of book reading each year from kindergarten until second grade. Individual growth modeling analysis revealed no difference in growth trajectories of English phonological awareness between (a) Spanish-English and Cantonese-English bilinguals and (b) children enrolled in bilingual and mainstream programs. Within-language decoding, vocabulary, and knowledge of book reading were associated with the estimated average initial levels of phonological awareness skills, while only knowledge of book reading had significant effects on the estimated growth trajectory of phonological awareness skills. These findings suggest that young bilinguals with different home languages may have similar growth trajectories in English phonological awareness skills during early elementary school years. The findings have implications for early educational practices. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01