Phonological awareness in Spanish: a tutorial for speech-language pathologists.
In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to chil...
| Publicado en: | Communication Disorders Quarterly Vol. 25; no. 1; pp. 13 - 23 |
|---|---|
| Autores principales: | , |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Fall2003
|
| 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=106750153&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106750153 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: Fall2003 vid: 25 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106750153 106750153 2004110265 10.1177/15257401030250010301 106750153 ppf: 13 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Phonological awareness in Spanish: a tutorial for speech-language pathologists. aug: au: Gorman BK Gillam RB sug: subj: Hispanic Americans In Infancy and Childhood Literacy Education Phonology In Infancy and Childhood Teaching Methods Child English as a Second Language Multilingualism Speech-Language Pathologists United States Child: 6-12 years ab: In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to children who receive literacy instruction in Spanish. The authors also discuss how phonological awareness development may differ between monolingual children learning Spanish and monolingual children learning English, and the implications of these differences for choosing appropriate phonological awareness tasks for Spanish speakers. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|