Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness
Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness
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DOI：
10.1080/10888430903034770
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发表时间：
2009-01-01
影响因子：
3.7
通讯作者：
Francis, David J.
中科院分区：
文献类型：
--
作者：
Anthony, Jason L.;Solari, Emily J.;Francis, David J.
有关语音意识发展的理论特别强调词汇和正字法知识。鉴于以西班牙语为母语的英语学习者(ELL)所在的学龄前教室存在很大程度的可变性，这项研究通过去除课堂手段和基于40个教室的158名儿童的协方差来控制课堂效果。儿童水平协方差矩阵的通径分析测试了每种语言中的词汇和字母知识在多大程度上预测130名学龄前西班牙语儿童的英语和西班牙语语音意识的发展。结果支持先前语音意识和西班牙语词汇在双语语音意识发展中的跨语言效应。讨论了对理论、教学和研究方法的影响。
Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish phonological awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior phonological awareness and Spanish vocabulary in the development of bilingual phonological awareness. Implications for theory, instruction, and research methods are discussed.