Phonological awareness in reading acquisition
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Hatice Özata
Abstract
This study investigates phonological awareness skills of Turkish-English successive bilingual children in order to determine the predictors of success in word reading in English and Turkish. Fifty Turkish-English successive bilingual and sixteen monolingual English-speaking children participated in the study. The data were collected through multiple instruments, examining phonological awareness (PA) and word recognition in both languages. The results indicated that phonological awareness was a strong predictor of word level reading success in both Turkish and English. These data also revealed that PA followed a developmental pattern from syllables to phonemes. Additionally, both qualitative and quantitative analyses demonstrated that Turkish PA exerted an impact on English word recognition in bilingual children, suggesting cross-language transfer of PA between the two languages.
Abstract
This study investigates phonological awareness skills of Turkish-English successive bilingual children in order to determine the predictors of success in word reading in English and Turkish. Fifty Turkish-English successive bilingual and sixteen monolingual English-speaking children participated in the study. The data were collected through multiple instruments, examining phonological awareness (PA) and word recognition in both languages. The results indicated that phonological awareness was a strong predictor of word level reading success in both Turkish and English. These data also revealed that PA followed a developmental pattern from syllables to phonemes. Additionally, both qualitative and quantitative analyses demonstrated that Turkish PA exerted an impact on English word recognition in bilingual children, suggesting cross-language transfer of PA between the two languages.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
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Part I. Acquisition/processing of morphology, syntax and semantics
- Sensitivity of Turkish infants to vowel harmony 29
- Turkish children’s early vocabulary 57
- Acquisition of canonical and non-canonical word orders in L1 Turkish 79
- What does online parsing in Turkish-speaking children reveal about grammar? 99
- Acquisition of scope relations by Turkish-English bilingual children 119
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Part II. Discourse
- Children’s referential choices in Turkish 153
- Learning to think, talk, and gesture about motion in language-specific ways 177
- Scene-setting and referent introduction in sign and spoken languages 193
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Part III. Literacy development
- Integrating cognitive and sociocultural aspects of reading in Turkish 223
- Phonological awareness in reading acquisition 243
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Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
- Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
- Language impairment in Turkish-speaking children 295
- Language development in Turkish-speaking children with Autism Spectrum Disorders 325
- Verbal functional categories in the speech of a Turkish speaking child with autism 341
- L2 children do not fluctuate 361
- Second language exposure in the preschool 389
- Index 413
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part I. Acquisition/processing of morphology, syntax and semantics
- Sensitivity of Turkish infants to vowel harmony 29
- Turkish children’s early vocabulary 57
- Acquisition of canonical and non-canonical word orders in L1 Turkish 79
- What does online parsing in Turkish-speaking children reveal about grammar? 99
- Acquisition of scope relations by Turkish-English bilingual children 119
-
Part II. Discourse
- Children’s referential choices in Turkish 153
- Learning to think, talk, and gesture about motion in language-specific ways 177
- Scene-setting and referent introduction in sign and spoken languages 193
-
Part III. Literacy development
- Integrating cognitive and sociocultural aspects of reading in Turkish 223
- Phonological awareness in reading acquisition 243
-
Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
- Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
- Language impairment in Turkish-speaking children 295
- Language development in Turkish-speaking children with Autism Spectrum Disorders 325
- Verbal functional categories in the speech of a Turkish speaking child with autism 341
- L2 children do not fluctuate 361
- Second language exposure in the preschool 389
- Index 413
