32nd Annual Student Research Conference
The Effects of Utilizing Traditional Phonological Awareness Intervention Approaches with a Spanish-speaking Child.
Emma E. Huels
Ms. Kelsey Aurand de Razo, Faculty Mentor
Sequential bilingual children learn a primary language at home (L1) and then are exposed to second language (L2) when they enter the educational system. Research suggests that if a child’s language abilities in L1 are not developing typically, they will face increased difficulty acquiring the L2 (English in the United States) (Paradis et al., 2010).
This interdisciplinary research project aimed to assess the efficacy of using phonological awareness intervention approaches traditionally used with English-speaking children with a sequential bilingual preschooler in his L1 (Spanish). Phonological awareness skills were screened in the L1; syllable segmentation and initial sound identification were the skills selected to investigate. Across 19 sessions, an ABAB withdrawal single-subject design was utilized to introduce and remove treatment. Results of the investigation suggested that traditional phonological awareness intervention approaches were effective in developing syllable segmentation skills but less effective in improving initial sound identification skills. Extraneous variables influencing the results of the study will also be discussed.
Keywords: communication disorders, bilingualism, language development, literacy, phonological awareness
Topic(s):Communication Disorders
Spanish
Presentation Type: Oral Paper
Session: 101-2
Location: BH 102
Time: 8:45