The Development of Phonological Awareness in Early Literacy: A Multilevel Modeling Analysis

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Phonological and Morphological Instruction for Diverse Learners

Abstract

This study examines the longitudinal development of blending and elision skills in 1,634 kindergarten children from English and French immersion programs. The study used piecewise linear growth modelling at three times to capture two growth phases (moderate gains in kindergarten and accelerating in early Grade 1). The results showed demographic factors affected growth patterns, such as socioeconomic status, consistently predicted stronger growth, whereas Indigenous status predicted slower gains. Consistent with the Simple View of Reading, phonological skills grew markedly and predicted early decoding development. In line with an Active View of Reading, cognitive factors (working memory, bilingual experience) influenced growth trajectories. Findings highlight that French immersion does not hinder English phonological skill development, though timing and rate of growth vary.

Authors

• Xiaohan Wang, University of Toronto

• Songtao Wang, University of Toronto - OISE

• Kathleen HIpfner-Boucher, University of Toronto - OISE

• Becky Chen, University of Toronto - OISE