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Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
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In: New Dir Child Adolesc Dev (2019)
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Abstract:
This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating Branum-Martin et al.’s (2006) kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were administered to 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered student-level data, (b) student-level data centered at the classroom means, (c) classroom-level data, and (d) multilevel CFA. Results indicated that while the multilevel CFA provided the most comprehensive view of the data, the multi-level student-level estimates were not appreciably different from estimates based on student-level data centered at the classroom means, and multi-level classroom-level estimates were comparable to estimates based on the analysis of classroom means. Importantly, English and Spanish PA were statistically separable at the student-level, but minimally distinct (r = .86) and slightly less correlated than what has been reported for kindergarten (r=.93). At the classroom level, the correlation was moderate (r=.51), and substantially reduced compared to kindergarten (r=.83). The distinction at the classroom-level between kindergarten and Grade 1 imply that instruction differentiates the abilities across languages at the classroom-level, but less so at the student-level.
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Keyword:
Article
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URL: https://doi.org/10.1002/cad.20303 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6642443/ http://www.ncbi.nlm.nih.gov/pubmed/31264340
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IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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In: New Dir Child Adolesc Dev (2019)
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Alveolar and Postalveolar Voiceless Fricative and Affricate Productions of Spanish–English Bilingual Children With Cochlear Implants
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Initial Stop Voicing in Bilingual Children With Cochlear Implants and Their Typically Developing Peers With Normal Hearing
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Age of acquisition and proficiency in a second language independently influence the perception of non-native speech*
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Voice onset time of voiceless bilabial and velar stops in 3-year-old bilingual children and their age-matched monolingual peers
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