scholarly journals Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Liat Bar ◽  
Shelley Shaul
Keyword(s):  
Phonological Awareness ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Linguistic Knowledge ◽  
Bilingual Children ◽  
Formal Learning ◽  
Early Numeracy ◽  
Mathematical Abilities ◽  
Bilingual Group ◽  
Better Than

Early numeracy and literacy skills are all the knowledge that children acquire spontaneously and independently before entering school and beginning formal learning. This knowledge is essential and forms the basis for the acquisition of reading and arithmetic in school. A bilingual child is a child who is fluent in two languages, as opposed to a monolingual child who is exposed to only one language. Bilingualism has been found to affect verbal and mathematical abilities in children, but only a few studies have focused on the early numeracy and literacy skills of preschoolers. This study examined the connection between early numeracy and literacy skills and among monolingual children as compared to bilingual children in preschool. Three hundred and two children aged 5–6years old were recruited from 74 kindergartens. Participants were divided into two groups: 151 monolingual children who spoke and were exposed to only one language (Hebrew) and 151 bilingual children who spoke and were exposed to two languages (the bilingual children spoke different languages). Monolingual children performed better than the bilingual children in most of the literacy tasks, except for phonological awareness, in which no differences were found between the groups. In addition, in the early numeracy tasks, a difference was found only in the task, which included linguistic knowledge, number knowledge, and counting tasks, in which the monolingual children performed better. Furthermore, stronger correlations were found between the early numeracy and literacy skills among the monolingual group compared to the bilingual group. The study findings stress the importance of strengthening linguistic abilities, such as vocabulary expansion in kindergarten among populations in which more than one language is spoken. Supporting these abilities can reduce the gap between bilingual children and their monolingual classmates before entering school.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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 Developing phonological awareness: Is there a bilingual advantage?

2003 ◽  
Vol 24 (1) ◽  
pp. 27-44 ◽  
Author(s):  
ELLEN BIALYSTOK ◽  
SHILPI MAJUMDER ◽  
MICHELLE M. MARTIN
Keyword(s):  
Phonological Awareness ◽  
Significant Role ◽  
Bilingual Children ◽  
Complex Task ◽  
Phoneme Segmentation ◽  
Bilingual Advantage ◽  
The Third ◽  
English Speaking ◽  
Segmentation Task ◽  
Better Than

Three studies are reported that examine the development of phonological awareness in monolingual and bilingual children between kindergarten and Grade 2. In the first study, monolingual and bilingual children performed equally well on a complex task requiring phoneme substitution. The second study replicated these results and demonstrated a significant role for the language of literacy instruction. The third study extended the research by including two groups of bilingual children and a range of phonological awareness and reading tasks. Spanish–English bilinguals performed better than English-speaking monolinguals on a phoneme segmentation task, but Chinese–English bilinguals performed worse. Other measures of phonological awareness did not differ among the three groups. The results are discussed in terms of a limit on the effect that bilingualism exerts on metalinguistic development.

Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children

2012 ◽  
Vol 15 (4) ◽  
pp. 757-770 ◽  
Author(s):  
GEORGIA Z. NIOLAKI ◽  
JACKIE MASTERSON
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Strong Predictor ◽  
Literacy Skill ◽  
Bilingual Children ◽  
Single Word ◽  
Spelling Performance ◽  
Bilingual Group ◽  
Literacy Ability

The study investigated single-word spelling performance of 33 English- and 38 Greek-speaking monolingual children, and 46 English- and Greek-speaking bilingual children (age range from 6;7 to 10;1 years). The bilingual children were divided into two groups on the basis of their single-word reading and spelling performance in Greek. In line with predictions, we found that scores on an assessment of phonological awareness were a significant predictor of spelling in English for the bilingual children with stronger Greek literacy skill. Phonological awareness scores were also a strong predictor of spelling in Greek in the monolingual Greek-speaking children. For the bilingual children with weaker Greek literacy ability, spelling in English was predicted by performance in a test of visual memory. This was more in line with results for the monolingual English-speaking children, for whom spelling performance was predicted by visual memory and phonological awareness scores. Qualitative analysis of misspellings revealed that phonologically appropriate errors were significantly greater in the strong Greek literacy ability bilingual group than the weaker Greek literacy ability bilingual group. Stimulus analyses using regression techniques are also reported. The results are interpreted to suggest that in biliterates literacy processes are transferred from one language to the other (Mumtaz & Humphreys, 2002).

scholarly journals The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

2011 ◽  
Vol 44 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Mindy Sittner Bridges ◽  
Hugh W. Catts
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Predictive Validity ◽  
Dynamic Assessment ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Screening Measure ◽  
Two Samples ◽  
Dynamic Screening

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample ( n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample ( n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.

scholarly journals Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

2017 ◽  
Vol 2 (1) ◽  
pp. 130 ◽  
Author(s):  
Hafizh Nizham ◽  
Suhendra Suhendra ◽  
Bambang Avip P.
Keyword(s):  
Self Efficacy ◽  
Learning Model ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Mathematical Literacy ◽  
Model Learning ◽  
Mathematical Abilities ◽  
Mathematical Anxiety ◽  
And Control ◽  
Better Than

<p class="Abstract">This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low) with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1) The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2) The self-efficacy of students who learning with the Treffinger model learning  is better than the student that is learning by conventional. (3) The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4) There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5) Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.</p>

A Comparative Study of the Phonological Awareness of Pre-school Persian Monolingual and Turkish-Persian Bilingual Children

2016 ◽  
Vol 6 (3) ◽  
pp. 501 ◽  
Author(s):  
Moussa Ahmadian ◽  
Leila Bahrami ◽  
Seyyedeh-Mahsa Amini
Keyword(s):  
Comparative Study ◽  
Phonological Awareness ◽  
School Children ◽  
Training Programs ◽  
Language Education ◽  
Literacy Skills ◽  
Bilingual Children

Phonological awareness refers to the ability to conjecture and maneuver the phonemic segments of speech. Given the weight of phonological awareness in budding literacy skills, it is vital to focus more on its possible differences among pre-school children to plan for training programs in kindergartens. To this end, two groups of 30 Turkish-Persian bilingual and Persian monolingual pre-school children were chosen to explore whether pre-school bilinguals have any advantage over the monolinguals in terms of phonological awareness. In doing so, Soleymani and Dastjerdi’s Phonological Awareness Test (2002) was used. The independent samples t-tests revealed the advantage of pre-school Turkish-Persian over Persian monolingual children in some aspects of phonological awareness. The findings of the study may have implications for language education.

scholarly journals The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children

2020 ◽  
Author(s):  
Sarmīte Tubele ◽  
◽  
Kristīne Serova ◽  
Keyword(s):  
Cognitive Development ◽  
Phonological Awareness ◽  
Research Methods ◽  
Scientific Literature ◽  
Modern Society ◽  
First Grade ◽  
Reading Performance ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Reading Literacy

This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

Emergent literacy in children of immigrants coming from a primarily oral literacy culture

2010 ◽  
Vol 13 (1) ◽  
pp. 24-60 ◽  
Author(s):  
Michal Shany ◽  
Esther Geva ◽  
Liat Melech-Feder
Keyword(s):  
Individual Differences ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Proficiency ◽  
Environmental Literacy ◽  
Academic Failure ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Letter Naming ◽  
Emergent Literacy Skills

This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

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.

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