Assessing the Phonological Skills of Bilingual Children from Preschool through Kindergarten: Developmental Progression and Cross-Language Transfer

Autor/in	Lopez, Lisa M.
Titel	Assessing the Phonological Skills of Bilingual Children from Preschool through Kindergarten: Developmental Progression and Cross-Language Transfer
Quelle	In: Journal of Research in Childhood Education, 26 (2012) 4, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2012.711800
Schlagwörter	Phonology; Language Acquisition; Phonological Awareness; Bilingualism; Preschool Children; Second Language Learning; Transfer of Training; Task Analysis; Measures (Individuals); English (Second Language); Spanish; Tests; Longitudinal Studies + Suchen Sie Ihr Suchwort? Fonologie; Sprachaneignung; Spracherwerb; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Aufgabenanalyse; Messdaten; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Examination; Prüfung; Examen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The developmental progression hypothesis for phonological awareness states that children perform better on lower level tasks and has been addressed mainly in the literature with children beginning at age 5. In addition, there has been a limited amount of research done regarding the performance of dual-language learners younger than age 5 on phonological awareness tasks. There is a need for a valid measure of phonological awareness for bilingual preschool children at an earlier age. This article addresses three purposes: (1) developing a reliable measure of phonological awareness for bilingual preschool children, (2) testing the developmental progression hypothesis in English and Spanish, and (3) comparing longitudinal performance across language on the measure. Two hundred and forty-one Spanish-English bilingual children were assessed on the author-developed Phonological Awareness Test at three time points (mean age of 4.58, mean age of 4.96, mean age of 5.94). Findings indicate differences in developmental progression by language as well as shifts in performance across language as children go through school. The children in this study transition from a language-specific model of phonological awareness to a more skill specific model of phonological awareness as they progress through school. (Contains 4 figures, 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10