Using phonics to develop the emergent English literacy skills of Spanish learners
Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An exp...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/147533 |
| Acceso en línea: | https://hdl.handle.net/11441/147533 https://doi.org/10.30827/portalin.v0i35.16876 |
| Access Level: | acceso abierto |
| Palabra clave: | Phonics Biliteracy Spanish English Literacy methods Fonética Alfabetización bilingüe Español Inglés Métodos de alfabetización |
| Sumario: | Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An experimental pre-test – post-test design was used to de- termine the method’s added value. The sample consisted of two equivalent groups in a Span- ish bilingual state primary school, a control and a treatment group, where a phonic method was implemented by the researcher. Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis. The treatment group presented a significant improvement in phonological aware- ness, naming and letter and pseudo-word reading in the Spanish and English post-test. These 7-year-old children attained a level in English literacy skills equivalent to English children aged 5.8. The findings also suggested a positive transference of skills between English word reading and Spanish pseudo-word reading. The present study can serve as a possible pro- posal to help improve our Spanish bilingual programmes through the use of phonics in the early years in order to increase learners’ English reading level. |
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