Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners.
Purpose: The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal...
| Publicado en: | American Journal of Speech-Language Pathology Vol. 21; no. 2; pp. 109 - 124 |
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| Formato: | research tables/charts Journal Article |
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American Speech-Language-Hearing Association
May2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104565150&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104565150 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10580360 5E7 jtl: American Journal of Speech-Language Pathology issn: 10580360 maglogo: N pubinfo: dt: May2012 vid: 21 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 104565150 75143801 10.1044/1058-0360(2011/10-0063) NLM22230176 104565150 ppf: 109 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners. aug: au: Gorman, Brenda K. affil: Marquette University, Milwaukee, WI sug: subj: Vocabulary Memory Phonology English as a Second Language Language Development Human Descriptive Statistics Multivariate Analysis of Variance Midwestern United States Texas Audiorecording Speech Production Measurement Child, Preschool Child Male Female Bivariate Statistics Linear Regression Language Tests Questionnaires Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Purpose: The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs). Method: Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses. Results: Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways. Conclusion: Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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