Development of Phonological Awareness Skills: The Roles of Vocabulary and Concepts About Print

• In Event: Poster Session 12
  In Poster Session: Understanding the Literacy Skills of Early Readers and Writers

Abstract

This study describes the development of English phonological awareness skills of Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Individual growth modeling analyses show both effects of English receptive vocabulary and concepts about print in English on phonological awareness for both English language learner groups. There were no significant differences in the growth of phonological awareness between Spanish-speaking and Cantonese-speaking ELLs. There were also no significant differences in growth of phonological awareness between children attending bilingual programs and mainstream programs. Implications for home and early educational practices will be discussed.

Author

• Yuuko Uchikoshi, University of California - Davis