Spanish Phonological Awareness: Dimensionality and Sequence of Development during the Preschool and Kindergarten Years

Autor/inn/en	Anthony, Jason L.; Williams, Jeffrey M.; Duran, Lillian K.; Gillam, Sandra Laing; Liang, Lan; Aghara, Rachel; Swank, Paul R.; Assel, Mike A.; Landry, Susan H.
Titel	Spanish Phonological Awareness: Dimensionality and Sequence of Development during the Preschool and Kindergarten Years
Quelle	In: Journal of Educational Psychology, 103 (2011) 4, S.857-876 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0025024
Schlagwörter	Test Items; Early Intervention; Phonology; Phonological Awareness; Factor Analysis; Geometric Concepts; Linguistic Theory; Spanish; Evaluation Methods; Children; Preschool Education; Kindergarten; Early Childhood Education + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Fonologie; Faktorenanalyse; Elementare Geometrie; Linguistische Theorie; Spanisch; Child; Kind; Kinder; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This study describes the dimensionality and continuum of Spanish phonological awareness (PA) skills in 3- to 6-year-old children. A 3 x 4 factorial design crossed word structure of test items (word, syllable, phoneme) with task (blending multiple-choice, blending free-response, elision multiple-choice, elision free-response) to assess 12 PA skills. Over 1,200 Spanish speakers were assessed at 2 points in time. Confirmatory factor analyses found that a 2nd-order unifying ability along with 1st-order task factors well explained children's performances (comparative fit index = 0.96, Tucker-Lewis index = 0.96, root-mean-square error of approximation = 0.03). Confirmatory factor analysis also indicated that test items varied in difficulty and in how well they discriminated individual differences in latent PA. Item parameters were stable across item sets (rs = 0.75-0.86) and time (rs = 0.60-1.00), and ability estimates were moderately stable across time (r = 0.64). Finally, test information curves were used to describe the continuum of PA skills. Children were able to first detect blending of sound information, then detect elision of sound information, then blend sounds together to form words, and finally delete sounds from words to form new words. Sequence of skill acquisition along the dimension of word structure was ambiguous. Implications for assessment, early intervention, and cross-linguistic theories of phonological awareness are discussed. (Contains 11 figures, 2 footnotes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10