The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children

2004 ◽  
Vol 38 (1) ◽  
pp. 95 ◽  
Author(s):  
Debra A. Giambo ◽  
James D. McKinney
Keyword(s):  
Phonological Awareness ◽  
English Proficiency ◽  
Kindergarten Children ◽  
Spanish Speaking

scholarly journals Bilingual Children’s Phonological Awareness: The Effect of Articulation Training

Nordlyd ◽  
10.7557/12.42 ◽  
2004 ◽  
Vol 31 (3) ◽  
Author(s):  
Pi-Yu Chiang
Keyword(s):  
Phonological Awareness ◽  
Language Processing ◽  
English Proficiency ◽  
Mother Tongue ◽  
Age Groups ◽  
Causal Link ◽  
Kindergarten Children ◽  
Language Experience ◽  
Skills Transfer ◽  
Short Period

This study aims to investigate whether unbalanced Chinese-English bilingual children’s phonological awareness skills are limited to language experience, and whether these skills are improved after a short period of articulation training with L2 (English) tongue twisters. Sixty kindergarten children in Taipei whose English proficiency was lower than their mother tongue, Chinese, participated in a series of tests. They were divided into two age groups with an average age of 5;3 and 6;3 respectively. An English proficiency test was first administrated to understand these children’s command of English. Then, phonological awareness pre-tests in Chinese and English were used to tap these children’s phonological awareness in both languages. Tests include onset/ rhyme detection test, onset deletion test, and onset/ rhyme substitution tests. Based on the causal link between articulation and phonological awareness, an English articulation training was given to the experimental group of children after the pre-tests, to examine whether enhanced English phonological awareness skills transfer to Chinese. Results showed that phonological awareness acquired in L1 were also found in L2. A period of articulation training in English led to an improvement of these children’s performances in both English and Chinese, which implies a backward transfer from weaker L2 to stronger L1. Cross-language transfers in phonological awareness abilities also imply that an abstract underlying capacity facilitates language processing across languages.

Minimizing Variability in Interpretation Modality Among Spanish-Speaking Patients With Limited English Proficiency

2019 ◽  
Vol 18 (1) ◽  
pp. 32-39
Author(s):  
Seiichi Villalona ◽  
Christian Jeannot ◽  
Mery Yanez Yuncosa ◽  
W. Alex Webb ◽  
Carol Boxtha ◽  
...  
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Cross Sectional ◽  
Time Points ◽  
Spanish Speaking ◽  
History Of ◽  
Vas Scores ◽  
Communication Modalities ◽  
The Impact

Introduction: Provider–patient language discrepancies can lead to misunderstandings about follow-up care instructions and decreased adherence to treatment that may contribute to disparities in health outcomes among patients with limited English proficiency (LEP). This observational study aimed to understand how emergency department (ED) staff went about treating patients with LEP and examine the impact of consistent interpretation modality on overall patient satisfaction and comprehension. Method: A cross-sectional study was conducted among Spanish-speaking patients with LEP presenting to the ED. A survey was administered at two different time points: after patients provided their history of present illness and after the patient received information regarding follow-up treatment. Results: Analysis of average visual analog scale (VAS) scores by consistency of interpretation suggested higher overall scores among participants that received care via the same communication modalities during both the history of present illness and at disposition, when compared with patients that did not. At both time points, video-based interpretation was associated with higher VAS scores in comparison to other modalities, whereas phone-based interpretation was associated with lower VAS scores. Conclusion: Providing consistent modes of interpretation to patient’s with LEP throughout their ED visits improved their overall satisfaction of care provided and understandings of discharge instructions.

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children

2006 ◽  
Vol 19 (9) ◽  
pp. 959-989 ◽  
Author(s):  
Mary Ann Evans ◽  
Michelle Bell ◽  
Deborah Shaw ◽  
Shelley Moretti ◽  
Jodi Page
Keyword(s):  
Phonological Awareness ◽  
Kindergarten Children ◽  
Letter Sounds ◽  
Letter Names
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