A Systematic Review of Phonological Awareness Interventions for Latino Children in Early and Primary Grades

Autor/inn/en	Soto, Xigrid; Olszewski, Arnold; Goldstein, Howard
Titel	A Systematic Review of Phonological Awareness Interventions for Latino Children in Early and Primary Grades
Quelle	In: Journal of Early Intervention, 41 (2019) 4, S.340-365 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soto, Xigrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815119856067
Schlagwörter	Phonological Awareness; Bilingualism; Intervention; Second Language Learning; Preschool Education; Primary Education; Elementary School Students; Preschool Children; Computer Science; Hispanic American Students; English (Second Language); Spanish Speaking; Teaching Methods; Emergent Literacy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Pre-school education; Vorschulerziehung; Primarbereich; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Informatik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Unterrichtserfolg
Abstract	This article summarizes the findings of a systematic review of 15 group and two single-subject experimental design studies that evaluated the effectiveness of phonological awareness interventions for dual language learners (DLL) in preschool through second grade. Studies were evaluated using a "Consumer Reports"-like rating system. Each study was rated on quality indicators for design characteristics, measurement and reliability, evaluation of treatment effects, and external validity. The effects of phonological awareness interventions for Latino children who are DLL in the early and primary grades are promising, although the studies' results are tempered by conceptual limitations. Most studies demonstrated acceptable design characteristics and implementation fidelity. Few studies included measures of social validity and consumer satisfaction. Although the review did not identify a single treatment approach to be superior, preliminary evidence suggests that children can benefit from phonological awareness instruction that is explicit and allows for multiple response opportunities. The results of this review also indicate that children who are DLL benefit from bilingual phonological awareness instruction without detracting them from acquiring English phonological awareness skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01