Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children

Dickinson, David K.; McCabe, Allyssa; Clark‐Chiarelli, Nancy; Wolf, Anne

doi:10.1017/s0142716404001158

Cited by 215 publications

(132 citation statements)

References 52 publications

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“…Others have found that phonological awareness skills in bilingual children whose first language is not English may not follow the same developmental pattern of those of monolingual English-speaking children (Dickinson, McCabe, Clark-Chiarelli, & Wolf, 2004). Consequently, there may be a mismatch between the child's phonological system and that of the language of reading instruction.…”

Section: Research On Inside-out Factors With Bilingual Childrenmentioning

confidence: 99%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely -phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.

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Section: Research On Inside-out Factors With Bilingual Childrenmentioning

confidence: 99%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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“…Phonological processes are important to children's ability to identify graphemes (written letters) and letter-sound correspondence (Adams 1990). Particularly, when children come from homes where English is not the primarily language spoken, these phonological processes transfer from a child's L1 to their L2 (Dickinson et al 2004). Language transfer is important because Latino parents can use Spanish in the home literacy activities that ultimately benefits literacy development in English.…”

Section: Discussionmentioning

confidence: 99%

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Trainin

Wessels

Nelson

et al. 2016

Early Childhood Educ J

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This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre-LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.

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“…Research on L2 learners of English with a variety of home languages (e.g. Spanish, Arabic, Mandarin, Italian, Hebrew, Cantonese) has shown that phonological awareness in the first language predicts literacy skills in L2 when taking second language skills into account (Cisero et al, 1995;Chen, Xu, Ngyuyen, Hong, & Wang, 2010;D'Angiulli, Siegel, & Serra, 2001;Dickinson, McCabe, Clark-Chiarelli, & Wolf, 2004;Durgunoğlu, Nagy, & Hancin-Bhatt, 1993;Gottardo, Chiappe, Yan, Siegel, & Gu, 2006;Gottardo, Yan, Siegel, & Wade-Woolley, 2001;Manis, Lindsey, & Bailey, 2004;Quiroga, LemosBritton, Mostafapour, Abbott, & Berninger, 2002;Wang, Perfetti, & Liu, 2005;Wang, Yang, & Cheng, 2009). These studies show that strong phonological skills in the first language contribute to second language learning, even if the two languages are very different from each other.…”

Section: Research On Bilingual Children's Language Developmentmentioning

confidence: 99%

Why Roma Children Need Language Asessments in Romani

Kyuchukov

Villiers

Tabori

2017

Psychology of Language and Communication

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In this paper we make one major point: that Roma children in Europe need to be tested in their mother tongue before school placement. Roma children are in a particularly perilous position with respect to their education. We describe the problematic linguistic situation of Roma children, who are bilingual and often bidialectal, but are frequently evaluated in the language of the state for educational placement, a process that has been shown to significantly compromise their chance of success. We then review the considerable empirical evidence that bilingual children must be evaluated in both languages to give a fair assessment of their knowledge and skills. Furthermore, strength in the mother tongue has demonstrable transfer to skills in the second language. We provide a brief summary of a new assessment for Romani that has been used successfully to evaluate children aged 3 to 6 years, and present the results of a new study using it in Slovakia on 29 children aged 3 to 6 years.

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Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children

Cited by 215 publications

References 52 publications

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Why Roma Children Need Language Asessments in Romani

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