MARC 主機 00000cam  2200000 a 4500 
001    AAI AAC 10260295 
005    20180531103647.5  
008    180531s2017    miu           000 0 eng d 
020    9780355326161  
035    (MiAaPQ)fsu:13755 
035    (MiAaPQ)nau:11409 
040    MiAaPQ|beng|cMiAaPQ|dAS 
100 1  Wawire, Brenda A  
245 10 Causal-Effect Of Cross-Language Transfer Of Phonological 
       Awareness|h[electronic resource] :|bA Randomized Control 
       Trial /|cBrenda A. Wawire 
260    Ann Arbor :|bProQuest Dissertations & Theses,|c2017 
300    1 online resource 
500    Source: Dissertation Abstracts International, Volume: 79-
       04(E), Section: A 
500    Advisers: Young-Suk G. Kim; Sherry Southerland 
502    Thesis(Ph.D.) - The Florida State University, 2017 
520    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 
590    School code: 0071 
650  4 Foreign language education  
650  4 Language 
710 2  The Florida State University.|bTeacher Education  
773 0  |tDissertation Abstracts International|g79-04A(E) 
856 40 |zDigital Dissertation Consortium|uhttp://ddc.elib.com.tw/
       doc/10260295