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ERIC Number: EJ862898
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 79
ISSN: ISSN-1088-8438
Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness
Anthony, Jason L.; Solari, Emily J.; Williams, Jeffrey M.; Schoger, Kimberly D.; Zhang, Zhou; Branum-Martin, Lee; Francis, David J.
Scientific Studies of Reading, v13 n6 p535-564 2009
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. (Contains 5 tables and 1 figure.)
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 - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas