Literaturnachweis - Detailanzeige
Autor/inn/en | Wawire, Brenda A.; Kim, Young-Suk G. |
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Titel | Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer |
Quelle | 22 (2018) 6, S.443-461 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
Schlagwörter | Phonological Awareness; Alphabets; Phoneme Grapheme Correspondence; African Languages; Foreign Countries; Transfer of Training; Multilingualism; Grade 1; Elementary School Students; Attribution Theory; Teaching Methods; English (Second Language); Second Language Learning; Reading Skills; Intelligence Tests; Verbal Ability; Vocabulary; Pretests Posttests; Kenya; Peabody Picture Vocabulary Test Buchstabenschrift; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Training; Transfer; Ausbildung; Mehrsprachigkeit; Multilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Kenia |
Abstract | Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge in Kiswahili. The comparison group received business-as-usual classroom instruction. Children in the treatment condition showed greater improvement in phonological awareness and letter-sound knowledge in Kiswahili "and" English (positive transfer; effect sizes from 0.37 to 0.95), whereas a negative effect was found in letter-name knowledge (interference; effect size, g = 0.27). No effects were found in reading, nor did the results vary by moderators (e.g., Kiswahili vocabulary). Path analyses revealed divergent patterns of results for different outcomes. Results provide causal evidence for cross-language transfer of phonological awareness and letter knowledge and offer important theoretical and practical implications. [This article was published in "Scientific Studies of Reading" (EJ1188478).] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |