Singaporean Kindergartners' Phonological Awareness and English Writing Skills

Autor/in	Dixon, L. Quentin
Titel	Singaporean Kindergartners' Phonological Awareness and English Writing Skills
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 3, S.98-108 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.02.008
Schlagwörter	Ethnicity; Phonics; Oral Language; Vocabulary; Multilingualism; Phonological Awareness; Kindergarten; Writing Skills; Literacy; English (Second Language); Foreign Countries; Second Language Learning; Asians; Indians; Bilingualism; Scores; Prediction; Gender Differences; Teaching Methods; Alphabets; Singapore + Suchen Sie Ihr Suchwort? Ethnizität; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Mehrsprachigkeit; Multilingualismus; Writing skill; Schreibfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Inder; Bilingualismus; Vorhersage; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Buchstabenschrift; Singapur
Abstract	This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom were bilingual, scored higher on English writing but lower on English oral language skills than U.S. norms. Despite literacy instruction that emphasized whole-word memorization, phonological awareness statistically significantly predicted English writing scores, controlling for English vocabulary, ethnicity, sex, and an interaction between English vocabulary and sex. The current study's findings highlight the possibility of developing high literacy skills among bilingual learners with low oral language skills. In addition, the study demonstrates children's development of phonological awareness in the absence of phonological awareness or phonics instruction and supports the theory that both alphabetic (phonological) processes and logographic (whole-word) processes contribute to successful English literacy achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10