Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer

Autor/inn/en	Wawire, Brenda A.; Kim, Young-Suk G.
Titel	Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer
Quelle	In: Scientific Studies of Reading, 22 (2018) 6, S.443-461 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1474882
Schlagwörter	Phonological Awareness; Alphabets; Transfer of Training; Multilingualism; Phoneme Grapheme Correspondence; Grade 1; Elementary School Students; African Languages; Attribution Theory; Teaching Methods; English (Second Language); Second Language Learning; Reading Skills; Foreign Countries; Intelligence Tests; Verbal Ability; Vocabulary; Pretests Posttests; Kenya; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Buchstabenschrift; Training; Transfer; Ausbildung; Mehrsprachigkeit; Multilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Ausland; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11