ERIC Number: EJ1133700
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners
Raynolds, Laura B.; López-Velásquez, Angela; Olivo Valentín, Laura E.
Reading and Writing: An Interdisciplinary Journal, v30 n4 p719-737 Apr 2017
Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p < 0.001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs.
Descriptors: Preschool Children, English Language Learners, Second Language Instruction, English, Spanish, Language Tests, Language Skills, Phonological Awareness, Rhyme, Suprasegmentals, Scores
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Publication Type: Journal Articles; Reports - Research
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