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Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners

Resource Type: Reports & Papers
Author(s): Raynolds, Laura B.; Lopez-Velasquez, Angela; Valentin, Laura E. Olivo
Date Issued: April, 2017
Description: Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p < .001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs. (author abstract)
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Journal Title: Reading and Writing
Volume Number: 30
Issue Number: 4
Page Range: 719-737
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
ISSN: 0922-4777 Paper
1573-0905 Online
Peer Reviewed: yes
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