Quantifying Phonological Representation Abilities in Spanish-Speaking Preschool Children

Autor/inn/en	Anthony, Jason L.; Aghara, Rachel G.; Solari, Emily J.; Dunkelberger, Martha J.; Williams, Jeffrey M.; Liang, Lan
Titel	Quantifying Phonological Representation Abilities in Spanish-Speaking Preschool Children
Quelle	In: Applied Psycholinguistics, 32 (2011) 1, S.19-49 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716410000275
Schlagwörter	Speech; Phonology; Written Language; Preschool Children; Auditory Perception; Bilingualism; Spanish Speaking; Individual Differences; Measurement; Measures (Individuals); Language Processing; Oral Language; English (Second Language); Second Language Learning; Factor Analysis; Validity; Correlation; Language Skills + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Fonologie; Geschriebene Sprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Bilingualismus; Individueller Unterschied; Messverfahren; Messdaten; Sprachverarbeitung; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Faktorenanalyse; Gültigkeit; Korrelation; Language skill; Sprachkompetenz
Abstract	Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish-English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10