This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Leafstedt, J. M. Articles by Gerber, M. M. Search for Related Content Social Bookmarking                         What's this?

Crossover of Phonological Processing Skills

A Study of Spanish-Speaking Students in Two Instructional Settings

California State University-Channel Islands, jill.leafstedt{at}csuci.edu

Michael M. Gerber

Gevirtz Graduate School of Education, Center for Advanced Studies of Individual Differences at the University of CaliforniaSanta Barbara

This study investigated three questions: Do phonological processes show cross-linguistic transfer? How does the language of instruction influence the relationship between phonological processes and decoding? Does performance on Spanish and English phonological processing tasks similarly predict English decoding for the same English learners (ELs)? We studied first-grade ELs who had been enrolled for 2 years in two programs that differed by language of instruction (English only and bilingual). Phonological processing skills were examined following a theory of core phonological processing deficits that postulates that three related constructs—phonological awareness, phonological coding, and phonological recoding—are the major components of phonological processing. The results indicate that (a) phonological processes do exhibit cross-linguistic transfer in young ELs; (b) phonological awareness might best be conceptualized as comprising two developmentally overlapping components; (c) language of instruction influences English and Spanish word reading and Spanish pseudoword decoding, but not English pseudoword decoding; and (d) phonological awareness is the only theoretical phonological processing construct significantly related to all English and Spanish reading tasks.

Remedial and Special Education, Vol. 26, No. 4, 226-235 (2005)
DOI: 10.1177/07419325050260040501


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. T. Cirino, S. Vaughn, S. Linan-Thompson, E. Cardenas-Hagan, J. M. Fletcher, and D. J. Francis One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems American Educational Research Journal, September 1, 2009; 46(3): 744 - 781. [Abstract] [Full Text] [PDF]

				E. Cardenas-Hagan, C. D. Carlson, and S. D. Pollard-Durodola The Cross-Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction Lang Speech Hear Serv Sch, July 1, 2007; 38(3): 249 - 259. [Abstract] [Full Text] [PDF]

				P. G. Mathes, S. D. Pollard-Durodola, E. Cardenas-Hagan, S. Linan-Thompson, and S. Vaughn Teaching Struggling Readers Who Are Native Spanish Speakers: What Do We Know? Lang Speech Hear Serv Sch, July 1, 2007; 38(3): 260 - 271. [Abstract] [Full Text] [PDF]

				C. Richards, J. M. Leafstedt, and M. M. Gerber Qualitative and Quantitative Examination of Four Low-Performing Kindergarten English Learners: Characteristics of Responsive and Nonresponsive Students Remedial and Special Education, August 1, 2006; 27(4): 218 - 234. [Abstract] [PDF]