Fostering preschoolers phonological awareness in children with German as a second language: Effects of programs in the native language and in the second language

被引：6

作者：

Souvignier, Elmar ^{[1
]}

Duzy, Dagmar ^{[2
]}

Glueck, Daniela ^{[2
]}

Proescholdt, Marie V. ^{[3
]}

Schneider, Wolfgang ^{[3
]}

机构：

[1] Univ Munster, Inst Psychol Bildung & Erziehung, D-48149 Munster, Germany

[2] Goethe Univ Frankfurt, Inst Psychol Padagog Psychol, D-60325 Frankfurt, Germany

[3] Univ Wurzburg, Lehrstuhl Psychol 4, D-97070 Wurzburg, Germany

来源：

ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE | 2012年 / 44卷 / 01期

关键词：

Phonological awareness; fostering of language acquisition during preschool;

D O I：

10.1026/0049-8637/a000059

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The early fostering of language acquisition during preschool is supposed to be an important way, especially for children with a migratory background, to support learning to read and write. Within the framework of transfer theories it is discussed whether programs in the native language (L1) might be more recommendable than programs in the second language (L2). In a sample of 89 children (5;8 years) with a Turkish migratory background, effects of a program in the native language and in German were compared. Both programs took two months. As a main result, it was found that improvements in both groups appeared to be equally strong - as well in Turkish as in German language. Effects were also shown to be independent of the language that was preferred as the common speech at home.

引用

页码：40 / 51

页数：12

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