ERIC Number: EJ734361
Record Type: Journal
Publication Date: 2006-Feb
Bilingual Phonological Awareness: Multilevel Construct Validation among Spanish-Speaking Kindergarteners in Transitional Bilingual Education Classrooms
Branum-Martin, Lee; Mehta, Paras D.; Fletcher, Jack M.; Carlson, Coleen D.; Ortiz, Alba; Carlo, Maria; Francis, David J.
Journal of Educational Psychology, v98 n1 p170-181 Feb 2006
The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme elision, were measured in Spanish and in English and analyzed via multilevel confirmatory factor analysis at the task level. Results showed that the PA tasks defined a unitary construct at both the student and classroom levels in each language. English and Spanish PA factors were related to each other (.93 and .83 at the student and classroom levels, respectively) as well as to word reading, both within languages (correlations estimated between .74 and .93) and across languages (correlations estimated between .47 and .79). Although the PA constructs were statistically separable in each language, the high correlation between Spanish and English PA indicates considerable overlap in these abilities.
Descriptors: Reading Skills, Spanish, English (Second Language), Kindergarten, Geographic Regions, Factor Analysis, Construct Validity, Bilingualism, Bilingual Education, Transitional Programs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: California; Texas