| 1 |
Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
|
|
|
|
Abstract:
Childhood literacy is a major contributor to future academic and socio-economic success. It is therefore important to provide early reading intervention, via literacy precursor screening tools that can detect potential reading difficulties. Our systematic review and meta-analysis highlighted phonological awareness and vocabulary as commonly assessed literacy precursors that are consistently associated with (and in many cases predict) reading abilities in bilinguals (Chapter 2). To address the English-language assessment bias evident in our review, I developed an age- and linguistically-appropriate Urdu phonological awareness test (Chapter 3). I assessed 95 typically-developing Urdu-English simultaneous bilinguals, in Grades 1-2, across Canada and Pakistan on Urdu and English phonological awareness, expressive vocabulary and word/non-word reading measures. Simple and multiple linear regression analyses indicated significant within-language associations between the novel Urdu phonological awareness test and word/non-word reading, thereby demonstrating criterion-based validity. The developed Urdu phonological awareness test will facilitate early literacy screening in Urdu and linguistically-related languages. ; M.Sc.
|
|
Keyword:
0460; Assessment tools; Bilingualism; Child language development; Heritage language; Literacy precursors; Phonological awareness
|
|
URL: http://hdl.handle.net/1807/108902
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Por una intervención educativa pertinente en la alfabetización temprana: desarrollo de un programa piloto con niños españoles de 3 y 4 años
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 27-41 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Precursors of reading difficulties in Czech and Slovak children at-risk of dyslexia
|
|
|
|
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
