Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners.
Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners.
复制标题
幼儿园的西班牙语语音意识独特地支持西英双语学习者的二年级英语形态意识。
DOI：
10.1044/2023_lshss-23-00027
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发表时间：
2024
期刊：
影响因子：
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通讯作者：
Harrell-Williams,Leigh
中科院分区：
文献类型：
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作者：
Durant,Kathleen;Jarmulowicz,Linda;Harrell-Williams,Leigh
本研究旨在探讨语音意识、字母识别和认知能力的纵向、跨语言发展关系（字母ID），方法采用多元线性回归方法对71名幼儿园西班牙语和英语双语学习者进行了形态意识和形态意识的调查（语音省略和语音匹配）和字母ID显著预测后期英语MA（口头派生词重音判断，口头派生词素混合，书面派生词分解，和形态复杂的单词拼写）在二年级的表现。幼儿园语音匹配的PA技能是西班牙语-英语DLL二年级MA的最可靠预测因素。西班牙语PA解释了英语口语MA技能的大部分变化。英语PA是唯一的预测书面MA skills in English.ConclusionsBoth在PA（省略或匹配）和在MA（口头或书面）词素表示的方式的声音序列操作的认知操作出现调解的元语言知识的转移在西班牙语-英语DLL的发展在小学早期。结果在课堂实践的背景下进行了讨论。
PurposeThis study investigated the longitudinal, cross-linguistic developmental relationships of phonological awareness (PA), letter identification (letter ID), and morphological awareness (MA) in 71 heritage Spanish–English dual language learners (DLLs) in kindergarten and second grade.MethodMultiple linear regression was used to test if kindergarten Spanish and English PA (sound elision and sound matching) and letter ID significantly predicted later English MA (oral derived word stress judgment, oral derivational morpheme blending, written derived word decomposition, and morphologically complex word spelling) performance in second grade.ResultsCross-linguistically, the PA skill of sound matching in kindergarten was the most reliable predictor of MA in second grade for Spanish–English DLLs. Spanish PA explained the majority of variation in oral MA skills in English. English PA was only uniquely predictive of written MA skills in English.ConclusionsBoth the cognitive operation of sound sequence manipulation in PA (elision or matching) and the modality of morpheme representation in MA (oral or written) appear to mediate the transfer of metalinguistic knowledge in Spanish–English DLL development in early elementary school. Results are discussed within the context of classroom practices.