Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills
| Autor: | Andres Crucet-Choi, Howard Goldstein, Xigrid Soto |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
media_common.quotation_subject Psychological intervention Aptitude Developmental psychology Speech and Hearing Literacy Phonological awareness Reading (process) Intervention (counseling) Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Child At-risk students Language media_common Phonemic awareness Knowledge level 05 social sciences 050301 education Awareness DUAL (cognitive architecture) Reading Otorhinolaryngology Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | American Journal of Speech-Language Pathology. 29:1283-1300 |
| ISSN: | 1558-9110 1058-0360 |
| DOI: | 10.1044/2020_ajslp-20-00029 |
| Popis: | Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development. |
| Databáze: | OpenAIRE |
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