Growth of Phonemic Awareness and Spelling in a Second Language

Autor/inn/en	Yeung, Susanna S.; Liu, Yingyi; Lin, Dan
Titel	Growth of Phonemic Awareness and Spelling in a Second Language
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 6, S.754-768 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeung, Susanna S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1409695
Schlagwörter	Spelling; Second Language Learning; Phonemic Awareness; Role; Kindergarten; Predictor Variables; Nonverbal Ability; Alphabets; Vocabulary Skills; English (Second Language); Tests; Syntax; Reading Skills; Foreign Countries; Second Language Instruction; Psycholinguistics; Sino Tibetan Languages; Native Language; Oral Language; Hong Kong + Suchen Sie Ihr Suchwort? Schreibweise; Zweitsprachenerwerb; Rollen; Prädiktor; Buchstabenschrift; Aktiver Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Examination; Prüfung; Examen; Reading skill; Lesefertigkeit; Ausland; Fremdsprachenunterricht; Psycholinguistik; Oral interpretation; Mündlicher Sprachgebrauch; Hongkong
Abstract	Previous studies have examined the predictive significance of the level of phonemic awareness in L2 spelling, but have left the role of phonemic awareness growth relatively unexplored. The aims of the present study were to examine (1) the growth trajectory of phonemic awareness in the kindergarten years; and (2) the unique contribution of initial levels and growth of phonemic awareness in L2 spelling, with other important cognitive-linguistic predictors statistically controlled. One hundred and forty-one Chinese ESL children were followed for one year during which their phonemic awareness was assessed four times, at three-monthly intervals. Spelling was assessed at Time 5, which was 12 months after the beginning of the study. Non-linear growth of phonemic awareness was observed. With age, non-verbal intelligence, letter name knowledge, vocabulary knowledge, syntactic awareness, word reading statistically controlled, both the initial levels and growth of phonemic awareness predicted L2 spelling at T5. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01