Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners

Autor/inn/en	Khalaf, Shiva; Santi, Kristi L.; Kulesz, Paulina A.; Bunta, Ferenc; Francis, David J.
Titel	Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners
Quelle	In: New Directions for Child and Adolescent Development, (2019) 166, S.79-110 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francis, David J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20303
Schlagwörter	Bilingualism; Phonological Awareness; Spanish Speaking; Grade 1; Elementary School Students; Kindergarten; English Language Learners; English (Second Language); Second Language Learning; Factor Analysis; Correlation; Teaching Methods; Construct Validity; Task Analysis; Classroom Communication; Language Skills; Reading Skills + Suchen Sie Ihr Suchwort? Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Faktorenanalyse; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Klassengespräch; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit
Abstract	This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered student-level data, (b) student-level data centered at the classroom means, (c) classroom-level data, and (d) multilevel CFA. Results indicated that while the multilevel CFA provided the most comprehensive view of the data, the multi-level student-level estimates were not appreciably different from estimates based on student-level data centered at the classroom means, and multi-level classroom-level estimates were comparable to estimates based on the analysis of classroom means. Importantly, English and Spanish PA were statistically separable at the student-level, but minimally distinct (r = 0.86) and slightly less correlated than what has been reported for kindergarten (r = 0.93). At the classroom level, the correlation was moderate (r = 0.51), and substantially reduced compared to kindergarten (r = 0.83). The distinction at the classroom-level between kindergarten and Grade 1 implies that instruction differentiates the abilities across languages at the classroom-level, but less so at the student-level. (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01