Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2024-01-11 Epub Date: 2023-11-27 DOI:10.1044/2023_LSHSS-23-00027

Kathleen Durant, Linda Jarmulowicz, Leigh Harrell-Williams

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Abstract

Purpose: This study investigated the longitudinal, cross-linguistic developmental relationships of phonological awareness (PA), letter identification (letter ID), and morphological awareness (MA) in 71 heritage Spanish-English dual language learners (DLLs) in kindergarten and second grade.

Method: Multiple linear regression was used to test if kindergarten Spanish and English PA (sound elision and sound matching) and letter ID significantly predicted later English MA (oral derived word stress judgment, oral derivational morpheme blending, written derived word decomposition, and morphologically complex word spelling) performance in second grade.

Results: Cross-linguistically, the PA skill of sound matching in kindergarten was the most reliable predictor of MA in second grade for Spanish-English DLLs. Spanish PA explained the majority of variation in oral MA skills in English. English PA was only uniquely predictive of written MA skills in English.

Conclusions: Both the cognitive operation of sound sequence manipulation in PA (elision or matching) and the modality of morpheme representation in MA (oral or written) appear to mediate the transfer of metalinguistic knowledge in Spanish-English DLL development in early elementary school. Results are discussed within the context of classroom practices.

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幼儿园西班牙语语音意识对二年级西英双语学习者英语词形意识的独特支持。

目的:研究71名幼儿园和二年级传统西英双语学习者语音意识(PA)、字母识别(letter ID)和形态意识(MA)的纵向、跨语言发展关系。方法:采用多元线性回归检验幼儿园西班牙语和英语PA(音省略和音匹配)和字母ID是否显著预测二年级英语MA(口语衍生词重音判断、口语衍生语素混合、书面衍生词分解和词形复杂单词拼写)的表现。结果:从跨语言的角度看，幼儿园阶段的语音匹配技能是预测西班牙语-英语非母语儿童二年级言语能力的最可靠指标。西班牙语PA解释了英语口语MA技能的大部分变化。英语PA仅能唯一预测英语书面硕士技能。结论:小学早期西班牙语-英语外语发展过程中，语音序列操作的认知操作(省略或匹配)和语音语素表征的形态(口头或书面)似乎都介导了元语言知识的迁移。在课堂实践的背景下讨论结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.