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ERIC Number: EJ833792
Record Type: Journal
Publication Date: 2009-Apr
Pages: 23
Abstractor: As Provided
Reference Count: 86
ISSN: ISSN-1057-3569
The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer from Spanish to English
Pollard-Durodola, Sharolyn D.; Simmons, Deborah C.
Reading & Writing Quarterly, v25 n2-3 p139-161 Apr 2009
There is growing evidence of cross-language transfer in metalinguistic processes related to reading acquisition and development. In particular, phonological awareness is a requisite process that shares similarities across Spanish and English. Through explicit instruction and instructional design analyses, we propose principles to facilitate phonemic awareness development and transfer from Spanish to English for children at risk for early reading difficulties. In this article we (a) profile the early reading performance of English language learners, (b) highlight the role of phonemic awareness in learning to read in alphabetic languages, and (c) propose 4 instructional design principles to accelerate English language learners' acquisition and development of phonemic awareness. (Contains 3 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A