Phonological Awareness Trajectories: Young Spanish-English and Cantonese-English Bilinguals.
Phonological Awareness Trajectories: Young Spanish-English and Cantonese-English Bilinguals.
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语音意识轨迹：年轻的西班牙语-英语和粤语-英语双语者。
DOI：
10.1111/lang.12352
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发表时间：
2019
影响因子：
4.4
通讯作者：
Uchikoshi,Yuuko
中科院分区：
文献类型：
--
作者：
Uchikoshi,Yuuko
本研究主要探讨72名西班牙语-英语和86名广东语-英语双语者的语音意识技能，他们都就读于同一所学校的双语和主流课堂。从幼儿园到二年级，每年对双语者的语音意识、解码、词汇和阅读知识进行评估。个体生长模型分析显示，（a）西班牙语-英语和粤语-英语双语者和（B）就读于双语和主流课程的儿童之间的英语语音意识的增长轨迹没有差异。内语言解码，词汇量和书籍阅读的知识与估计的平均初始水平的语音意识技能，而只有书籍阅读的知识有显着影响的语音意识技能的估计增长轨迹。这些研究结果表明，年轻的双语与不同的家庭语言可能有类似的增长轨迹在英语语音意识技能在小学早期。这些发现对早期教育实践有影响。
This study focused on the phonological awareness skills of 72 Spanish–English and 86 Cantonese–English bilinguals, all enrolled in bilingual and mainstream classrooms in the same schools. Bilinguals were assessed on phonological awareness, decoding, vocabulary, and knowledge of book reading each year from kindergarten until second grade. Individual growth modeling analysis revealed no difference in growth trajectories of English phonological awareness between (a) Spanish–English and Cantonese–English bilinguals and (b) children enrolled in bilingual and mainstream programs. Within‐language decoding, vocabulary, and knowledge of book reading were associated with the estimated average initial levels of phonological awareness skills, while only knowledge of book reading had significant effects on the estimated growth trajectory of phonological awareness skills. These findings suggest that young bilinguals with different home languages may have similar growth trajectories in English phonological awareness skills during early elementary school years. The findings have implications for early educational practices.
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西班牙语学龄前儿童的双语和读写能力发展。
影响因子：
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作者：
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影响因子：
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