Pre-literacy skills in Hispanic Head Start children: A comparison within and between languages
Date of Award
Doctor of Philosophy (Ph.D.)
First Committee Member
Daryl B. Greenfield, Committee Chair
This study looked at the oral language development and phonological awareness of Hispanic Head Start children. It's objective was to answer four main research questions. (1) Is there internal consistency among phonological awareness skills in both English and Spanish with this population? (2) Is there a relationship between oral language proficiency and phonological awareness in English and Spanish, independently? (3) Is the relationship between oral language proficiency and phonological awareness different in English and Spanish? (4) Does the cross-language transfer theory apply to this population? Measures of oral language proficiency in English and Spanish as well as a measure of phonological awareness in English and Spanish were administered to 100 Hispanic Head Start preschool children, four- and five-years-old. Reliability analysis, along with correlational analysis, helped in determining that phonological awareness skills were consistent in both English and Spanish for these children. A new measure of phonological awareness with this population was validated. These analysis also demonstrated a relationship between oral language proficiency and phonological awareness, of similar magnitude in both languages. Finally a hierarchical multiple regression justified the existence of a cross-language transfer of phonological awareness with Spanish phonological awareness uniquely accounting for a portion of the variability in English phonological awareness. Implications for these results are discussed.
Education, Bilingual and Multicultural; Psychology, Developmental
Lopez, Lisa Maria, "Pre-literacy skills in Hispanic Head Start children: A comparison within and between languages" (2001). Dissertations from ProQuest. 1729.