作者 Wawire, Brenda A
書名 Causal-Effect Of Cross-Language Transfer Of Phonological Awareness [electronic resource] : A Randomized Control Trial / Brenda A. Wawire
出版項 Ann Arbor : ProQuest Dissertations & Theses, 2017
國際標準書號 9780355326161
book jacket
說明 1 online resource
附註 Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A
Advisers: Young-Suk G. Kim; Sherry Southerland
Thesis(Ph.D.) - The Florida State University, 2017
Research investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and are learning English in school through immersion. They were drawn from four public schools. Children from each school randomly assigned to a treatment and a control group. Participants in the treatment group received an eight-week letter knowledge and phonological awareness training that entailed metalinguistic games and exercises in Swahili in addition to their regular classroom instruction. The program was delivered three times a week in 20 minute sessions to small groups (N = 3 children per group). The control group received no treatment. The children were assessed on their letter knowledge, phonological awareness, word reading, oral reading fluency and receptive vocabulary in Swahili and English. The results revealed that children in the treatment group showed greater improvement in Swahili skills such as letter knowledge, phonological awareness, and word reading ability. Importantly, these children also showed statistically significant improvement in English letter sound knowledge and phonological awareness, indicating cross-language transfer. The outcomes between the two treatment conditions did not differ as function of vocabulary, language spoken at home, socio-economic status or absence from school. This study provides causal evidence about cross-language transfer of phonological awareness. High quality phonological and letter knowledge training in familiar language is important for classroom practioners in multilingual settings
School code: 0071
Host Item Dissertation Abstracts International 79-04A(E)
主題 Foreign language education
Language
Alt Author The Florida State University. Teacher Education