Skip to main content Accessibility help
×
Home
Hostname: page-component-59b7f5684b-9m8n8 Total loading time: 0.545 Render date: 2022-09-28T20:45:02.538Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "displayNetworkTab": true, "displayNetworkMapGraph": false, "useSa": true } hasContentIssue true

The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children

Published online by Cambridge University Press:  06 March 2006

ANDREA ROLLA SAN FRANCISCO
Affiliation:
Harvard University Graduate School of Education
MARÍA CARLO
Affiliation:
University of Miami
DIANE AUGUST
Affiliation:
Center for Applied Linguistics
CATHERINE E. SNOW
Affiliation:
Harvard University Graduate School of Education

Abstract

This study explores influences on bilingual children's phonological awareness (PA) performance in English, examining the role of language of instruction and vocabulary. English monolingual and Spanish–English bilingual kindergartners and first graders receiving either English or Spanish literacy instruction were assessed in English PA and in English and Spanish vocabulary, as appropriate. Spanish-instructed bilinguals were more likely than English-instructed bilinguals or English monolinguals to treat diphthongs as two units, reflecting their analysis in Spanish phonology and orthography. Surprisingly, unbalanced bilinguals dominant in either English or Spanish scored better on English PA than children with approximately equal scores on the English and the Spanish vocabulary test. This finding suggests that familiarity with many lexical items within a language constitutes a source of analyzable phonological knowledge.

Type
Articles
Copyright
2006 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bialystok E.2001. Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press.
Blachman B. 2000. Phonological awareness. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 483502). Mahwah, NJ: Erlbaum.
Booth J. R., Perfetti C. A., & MacWhinney B.1999. Quick, automatic, and general activation of orthographic and phonological representations in young readers. Developmental Psychology, 35, 319.Google Scholar
Bosch L., Costa A., & Sebastián-Gallés N.2000. First and second language vowel perception in early bilinguals. European Journal of Cognitive Psychology, 12, 189221.Google Scholar
Bravo L., Villalón M., & Orellana E.2001. Procesos predictivos del aprendizaje inicial de la lectura en primero básico. Boletín de Investigación Educacional, Facultad de Educación, Pontificia Universidad Católica de Chile, 16, 149160.Google Scholar
Carlisle J. F., Beeman M., Davis L. H., & Spharim G.1999. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459478.Google Scholar
Cisero C. A., & Royer J. M.1995. The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275303.Google Scholar
Cohen J. 1960. A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 3746.Google Scholar
Cummins J.1979. Linguistic interdependence and the educational development of bilingual children, Review of Educational Research, 49, 222251.Google Scholar
Defior S.1996. La consciencia fonológica y la adquisición de lectoescritura. Infancia y aprendizaje, 67–68, 91113.Google Scholar
Defior S., & Tudela P.1994. Effect of phonological training on reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 299320.Google Scholar
Denton C. A., Hasbrouck J. E., Weaver L. R., & Riccio C. A.2000. What do we know about phonological awareness in Spanish? Reading Psychology, 21, 335352.Google Scholar
Dickinson D. K., McCabe A., Clark-Chiarelli N., & Wolfe A.2004. Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25, 323348.Google Scholar
Domínguez A. B. 1994. Importancia de las habilidades de análisis fonológico en el aprendizaje de la lectura y de la escritura. Estudios de Psicología, 51, 5970.Google Scholar
Domínguez A. B. 1996. Evaluación de los efectos a largo plazo de la enseñanza de habilidades de análisis fonológico en el aprendizaje de la lectura y la escritura. Infancia y aprendizaje, 76, 8396.Google Scholar
Durgonoglu A. Y., Nagy W. E., & Hancin-Bhatt B. J.1993. Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453465.Google Scholar
Ehri L. C., Nunes S. R., Willows D. M., Schuster B. V., Yaghoub-Zadeh Z., & Shanahan T.2001. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250287.Google Scholar
Fashola O. S., Drum P. A., Mayer R. E., & Kang S.1996. A cognitive theory of orthographic transitioning: Predictable errors in how Spanish-speaking children spell English words. American Educational Research Journal, 33, 825843.Google Scholar
Flege J. E. 1999. Age of learning and L2 speech. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 101131). Mahwah, NJ: Erlbaum.
Gass S. 1996. Transference and interference. In H. Goebl, P. H. Nelde, Z. Starý, & W. Wölck (Eds.), Contact linguistics: An international handbook of contemporary research (pp. 559567). Berlin: De Gruyter.
González M. J. 1996. Aprendizaje de lectura y conocimiento fonológico: Análisis evolutivo e implicaciones educativas. Infancia y Aprendizaje, 76, 97107.Google Scholar
Goswami U. 2000. Phonological and lexical processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 251267). Mahwah, NJ: Erlbaum.
Jiménez J. E. 1996. Conciencia fonológica y retraso lector en una ortografía transparente. Infancia y aprendizaje, 76, 109121.Google Scholar
Lado R.1957. Linguistics across cultures. Ann Arbor, MI: University of Michigan Press.
Lambert W. E. 1975. Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant students. Toronto: Ontario Institute for Studies in Education.
Major R. C.2001. Foreign accent: The ontogeny and phylogeny of second language phonology. Mahwah, NJ: Erlbaum.
Metsala J. L. 1999. Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 319.Google Scholar
Miccio A., Tabors P., Páez M., Hammer C., & Wagstaff D.2005. Vocabulary development in Spanish-speaking Head Start children of Puerto Rican descent. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism (pp. 16141617). Somerville, MA: Cascadilla Press.
Morais J. 2003. Levels of phonological representation in skilled reading and in learning to read. Reading and Writing: An Interdisciplinary Journal, 16, 123151.Google Scholar
Nagy W. E., & Scott J. A.2000. Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research(Vol. III). Mahwah, NJ: Erlbaum.
Ordónez C. L., Carlo M. S., Snow C. E., & McLaughlin B.2002. Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology, 94, 719728.Google Scholar
Quiroga T., Lemos-Britton Z., Mostafapour E., Abbott R. D., & Berninger V. W.2002. Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85111.Google Scholar
Read C.1975. Children's categorization of speech sounds in English. Urbana, IL: National Council of Teachers of English.
Silvén M., Niemi P., & Voeten M. J. M.2002. Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds? Cognitive Development, 17, 11331155.Google Scholar
Slavin R. E., & Madden N. A.2001. One million children: Success for all. Thousand Oaks, CA: Corwin Press.
Snow C. E., Burns M. S., & Griffin P. (Eds.). 1998. Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Tabors P. O., Páez M., & López L. M.2003. Dual language abilities of bilingual four-year-olds: Initial findings from the Early Childhood Study of Language and Literacy Development of Spanish-speaking children. NABE Journal of Research & Practice, 1, 7091.Google Scholar
Templeton S., & Bear D. R.1992. Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson. Hillsdale, NJ: Erlbaum.
Treiman R., & Cassar M.1997. Can children and adults focus on sound as opposed to spelling in a phoneme counting task? Developmental Psychology, 33, 771780.Google Scholar
Verhoeven L. 2000. Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313331.Google Scholar
Vernon-Feagans L., Scheffner Hammer C., Miccio A., & Manlove E.2002. Early language and literacy skills in low-income African American and Hispanic children. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research. New York: Guilford Press.
Wade-Woolley L., & Geva E.2000. Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading, 4, 295311.Google Scholar
Wagner R. K., Torgesen J. K., Rashotte C. A., Hecht S. A., Barker T. A., Burgess S. R., et al. 1997. Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468479.CrossRefGoogle Scholar
Woodcock R. W.1991. Woodcock Language Proficiency Battery, Revised. Itasca, IL: Riverside Publishing.
Yopp H. K.1995. A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 2029.Google Scholar
24
Cited by

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *