Using phonics to develop the emergent English literacy skills of Spanish learners

被引:4
|
作者
Isabel Rendon-Romero, Sara [1 ]
Navarro-Pablo, Macarena [2 ]
Garcia-Jimenez, Eduardo [2 ]
机构
[1] Univ Cordoba, Cordoba, Spain
[2] Univ Seville, Seville, Spain
关键词
Phonics; biliteracy; Spanish; English; literacy methods; LANGUAGE; KINDERGARTEN; ACQUISITION; BILITERACY; AWARENESS; PHONEME; READ;
D O I
10.30827/portalin.v0i35.16876
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An experimental pre-test - post-test design was used to determine the method's added value. The sample consisted of two equivalent groups in a Spanish bilingual state primary school, a control and a treatment group, where a phonic method was implemented by the researcher. Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis. The treatment group presented a significant improvement in phonological awareness, naming and letter and pseudo-word reading in the Spanish and English post-test. These 7-year-old children attained a level in English literacy skills equivalent to English children aged 5.8. The findings also suggested a positive transference of skills between English word reading and Spanish pseudo-word reading. The present study can serve as a possible proposal to help improve our Spanish bilingual programmes through the use of phonics in the early years in order to increase learners' English reading level.
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页码:111 / 128
页数:18
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