Children's Expressive Language Skills and Their Impact on the Relation Between First- and Second-Language Phonological Awareness Skills

John M Goodrich, Christopher J. Lonigan, Jo Ann M. Farver

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children's first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children's first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA.

Original languageEnglish (US)
Pages (from-to)114-129
Number of pages16
JournalScientific Studies of Reading
Volume18
Issue number2
DOIs
StatePublished - Mar 1 2014

Fingerprint

Child Language
Language
language
Preschool Children
preschool child
speaking

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)

Cite this

Children's Expressive Language Skills and Their Impact on the Relation Between First- and Second-Language Phonological Awareness Skills. / Goodrich, John M; Lonigan, Christopher J.; Farver, Jo Ann M.

In: Scientific Studies of Reading, Vol. 18, No. 2, 01.03.2014, p. 114-129.

Research output: Contribution to journalArticle

@article{40c3ed110cd244568fb776b3f51932d6,
title = "Children's Expressive Language Skills and Their Impact on the Relation Between First- and Second-Language Phonological Awareness Skills",
abstract = "The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children's first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children's first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA.",
author = "Goodrich, {John M} and Lonigan, {Christopher J.} and Farver, {Jo Ann M.}",
year = "2014",
month = "3",
day = "1",
doi = "10.1080/10888438.2013.819355",
language = "English (US)",
volume = "18",
pages = "114--129",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Children's Expressive Language Skills and Their Impact on the Relation Between First- and Second-Language Phonological Awareness Skills

AU - Goodrich, John M

AU - Lonigan, Christopher J.

AU - Farver, Jo Ann M.

PY - 2014/3/1

Y1 - 2014/3/1

N2 - The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children's first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children's first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA.

AB - The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children's first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children's first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA.

UR - http://www.scopus.com/inward/record.url?scp=84897601320&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897601320&partnerID=8YFLogxK

U2 - 10.1080/10888438.2013.819355

DO - 10.1080/10888438.2013.819355

M3 - Article

VL - 18

SP - 114

EP - 129

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 2

ER -