Article published in:The Acquisition of Turkish in Childhood
Edited by Belma Haznedar and F. Nihan Ketrez
[Trends in Language Acquisition Research 20] 2016
► pp. 243–271
Phonological awareness in reading acquisition
Evidence from reading skills of Turkish-English successive bilingual children
This study investigates phonological awareness skills of Turkish-English successive bilingual children in order to determine the predictors of success in word reading in English and Turkish. Fifty Turkish-English successive bilingual and sixteen monolingual English-speaking children participated in the study. The data were collected through multiple instruments, examining phonological awareness (PA) and word recognition in both languages. The results indicated that phonological awareness was a strong predictor of word level reading success in both Turkish and English. These data also revealed that PA followed a developmental pattern from syllables to phonemes. Additionally, both qualitative and quantitative analyses demonstrated that Turkish PA exerted an impact on English word recognition in bilingual children, suggesting cross-language transfer of PA between the two languages.
Keywords: phonological awareness, development of phonological awareness, literacy, word reading, cross-language transfer, successive bilingualism, orthographic depth
- 1.1Phonological awareness
- 1.2The present study
- 2.2.1Tasks used in English
- 2.2.2Tasks used in Turkish
- 2.4Data analyses
- 3.1Initial Analyses
- 3.2Correlational analyses among variables
- 3.3Regression analyses
- 3.4Error analyses and development of phonological awareness
- 3.5Cross-linguistic transfer
- 4.1The role of phonological awareness in word reading
- 4.2Development of PA
- 4.3Phonological awareness and cross-language transfer
- 6.Limitations of the study
Published online: 18 November 2016
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