scholarly journals Phonological translation in bilingual and monolingual children

1998 ◽  
Vol 19 (2) ◽  
pp. 259-278 ◽  
Author(s):  
D. Kimbrough Oller ◽  
Alan B. Cobo-Lewis ◽  
Rebecca E. Eilers
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Proper Names ◽  
The Other ◽  
Bilingual Children ◽  
Second Grade ◽  
Bilingual Students ◽  
Reading Success ◽  
The Relationship ◽  
Phonological System

AbstractBilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investigated phonological translation using a task designed to measure children's ability to map one phonological system onto another. A total of 425 kindergarten and second grade monolingual and bilingual students were evaluated. The results suggest that monolinguals generally performed poorly. Bilinguals translated real names more accurately than fictitious names, in both directions. Correlations between phonological translation and measures of reading ability were moderate, but reliable. Phonological translation is proposed as a tool with which to evaluate phonological awareness through the perspective of children who live with two languages and two attendant phonemic systems.

Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers

2020 ◽  
Vol 23 (1) ◽  
pp. 109-128
Author(s):  
Han Yuan ◽  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
First Language ◽  
Receptive Vocabulary ◽  
Bilingual Children ◽  
Factors Affecting ◽  
Initial Phoneme ◽  
Rhyme Awareness ◽  
Bilingual Group ◽  
The One ◽  
The Relationship

Abstract The present study compared the relationship between Dutch phonological awareness (rhyme awareness, initial phoneme isolation), Dutch speech decoding and Dutch receptive vocabulary in two groups in different linguistic environments: 30 Mandarin Chinese-Dutch bilingual children and 24 monolingual Dutch peers. Chinese vocabulary and phonological awareness were taken into account in the bilingual group. Bilingual children scored below their Dutch monolingual counterparts on all Dutch tasks. In the bilingual group, Dutch rhyme awareness was predicted by Dutch speech decoding, both directly, and indirectly via Dutch receptive vocabulary. When adding Chinese proficiency to the model, Chinese rhyme awareness was found to mediate the relationship between Dutch speech decoding and Dutch rhyme awareness. It can thus be concluded that second language (L2) phonological awareness in Chinese-Dutch kindergartners is affected by their L2 speech and vocabulary level, on the one hand, and their level of phonological awareness in the first language (L1).

scholarly journals A longitudinal study of phonological processing skills and reading in bilingual children

2005 ◽  
Vol 26 (4) ◽  
pp. 559-578 ◽  
Author(s):  
ADÈLE LAFRANCE ◽  
ALEXANDRA GOTTARDO
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Naming Speed ◽  
Bilingual Children ◽  
Orthographic Depth ◽  
French And English

French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.

The relationship between phonological awareness and writing

2004 ◽  
Vol 7 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Sofía A. Vernon Carter ◽  
Gabriela Calderón ◽  
Luis Castro
Keyword(s):  
Phonological Awareness ◽  
Writing Development ◽  
The Other ◽  
Main Hypothesis ◽  
Spanish Speaking ◽  
Children's Writing ◽  
Written Word ◽  
The Relationship ◽  
Writing Task

The main objective in this study was to explore the relationship between phonological awareness and writing development in monolingual Spanish speaking children. The main hypothesis were 1) Phonological awareness development is closely related to children’s writing development and 2) the introduction of writing stimuli in phonological awareness tasks enhances the production of more analytical responses, even in pre-literate children. Subjects were 100 Mexican kindergartners. They were given a writing task and two different deletion tasks. In both, children had to delete the first phoneme of words. In one of the tasks children were given oral stimuli, whereas in the other children were given an oral stimuli together with the corresponding written word. The first letter was then covered. Results show that writing levels and phonological awareness correlate significantly. Also, the presence of writing significantly increases the number of correct responses.

Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children

2019 ◽  
Vol 33 (2) ◽  
pp. 267-291 ◽  
Author(s):  
Klaudia Krenca ◽  
Eliane Segers ◽  
Xi Chen ◽  
Sharry Shakory ◽  
Jeffrey Steele ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Bilingual Children

The Relationship Between Phonological Awareness and Music Aptitude

2017 ◽  
Vol 65 (3) ◽  
pp. 328-346 ◽  
Author(s):  
Mara E. Culp
Keyword(s):  
Phonological Awareness ◽  
Music Teachers ◽  
Literacy Skills ◽  
Second Grade ◽  
Music Aptitude ◽  
Music Therapists ◽  
Second Grade Students ◽  
Music Audiation ◽  
Composite Scores ◽  
The Relationship

The purpose of this study was to investigate the relationship between phonological awareness and music aptitude. I administered the Intermediate Measures of Music Audiation (IMMA) to second-grade students in a rural school in Pennsylvania ( N = 17). Speech-language specialists administered a hearing screening and The Phonological Awareness Test 2 (PAT-2) individually to participants and scored the measures. Findings indicated a moderate, positive relationship between PAT-2 standardized composite scores and IMMA raw Tonal subtest scores ( r = .485). A linear regression indicated IMMA raw Tonal subtest scores predicted PAT-2 standardized composite scores. The relationship between music aptitude and phonological awareness has implications for students, music teachers, and professionals who may remediate literacy skills, such as reading specialists, speech-language pathologists, and music therapists.

scholarly journals Profile of phonological awareness in bilingual and monolingual children

CoDAS ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Lourdes Bernadete Rocha de Souza ◽  
Aline Gisele Conceição Leite
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Learning Difficulties ◽  
Female Students ◽  
Bilingual Children ◽  
Bilingual Students ◽  
Test Results ◽  
Cross Sectional ◽  
Significant Difference ◽  
Total Test

Purpose: To compare the performance of phonological awareness skills in bilingual and monolingual students of both genders. Methods: This research presents an observational, cross-sectional descriptive study conducted with 17 students from the 3rd grade, aged between seven years and 8 years and 11 months, with similar socioeconomic level, from two private schools, being one a monolingual school, and the other a bilingual one. Children at risk for auditory deprivation of any degree, those with learning difficulties, and children enrolled in the school less than two years were excluded from the research. A total of nine bilingual and eight monolingual students was tested using the Phonological Awareness Profile test. Results: The results showed that 64.7% of the 17 students tested reached the performance expected for their age, and 35.3% performed above expectation, being 83.3% of the latter bilingual students. The bilingual children presented better performance in the sequential rhyme skill and in the total test score, and the male bilingual children presented better performance in the phoneme addition skill. There was no statistically significant difference when comparing the performance of bilingual and monolingual female students. Conclusion: Bilingual children had greater command of phonemic awareness skill. Male bilingual children showed better performance when compared to their monolingual peers than female bilingual students.

scholarly journals Drama Elements in the Prevention of Phonological Awareness Disorders in 5 – 6 Year Old Children

2015 ◽  
Vol 2 ◽  
pp. 254
Author(s):  
Sarmīte Tūbele ◽  
Egija Laganovska
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Ability ◽  
Awareness Training ◽  
Great Opportunity ◽  
Phonological Skills ◽  
Reading Success ◽  
Article Analysis ◽  
The Individual ◽  
Phonological Awareness Training

This article contains theoretical analysis about how to develop phonological awareness in children 5–6 years of age and analysis of empirical findings. Elements of drama provide the great opportunity to improve phonological awareness.Reading and writing are the two most important techniques which pupils must achieve at school. Phonological awareness training has significant effects on overall reading ability, spelling, and reading comprehension. There are several well-established lines of argument for the importance of phonological skills to reading and spelling. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that children’s skills in phonological awareness is a good predictor of later reading success or difficulty. Some conclusions were drawn from theoretical and empirical findings. In this article, analysis of scientific and methodological literature is used as a method. Main findings –development of phonological awareness in children 5–6 years of age is possible and effective when using drama elements.

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