Název: The rise of phonological awareness in Spanish early childhood education students
Zdrojový dokument: Brno studies in English. 2025, roč. 50, č. 2, s. 85-105
Rozsah
85-105
-
ISSN0524-6881 (print)1805-0867 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/BSE2024-2-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.82128
Type: Článek
Jazyk
anglicky
Licence: CC BY-NC-ND 4.0 International
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Acquiring phonological awareness involves becoming aware of language as a tool for communication and aspects, such as the sound structure of words and their correspondence with the written language. Researchers place the onset of these cognitive and metalinguistic abilities between the ages of two and a half and four years, coinciding with the Early Childhood Education stage. Therefore, the objective of this study is to conduct a mixed study divided into five stages to verify the results of the application of Jolly Phonics in a 5-year-old classroom, with children learning English as a foreign language. Our motivation was mainly to include activities that encouraged the development of listening comprehension skills in Early Childhood Education. The findings of the research showed some inconsistencies in the learning of foreign language phonemes. Despite some pronunciation errors, the students increased the number of hits once the Jolly Phonics method was applied. The main implication of this study is that difficulties in learning the correct pronunciation can be solved using synthetic methodologies with a variety of resources.
Reference
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[36] Taylor, Anne (2020) Sounds Great. St. Petersburg: Compass Publishing.
[37] Vetorico, Marivic (2022) Kindergarten phonological and phonemic awareness: Inputs for kindergarten instruction. International Journal of Research and Analytical Reviews 9 (1), 253–256.
[38] Wasik, Barbara A. (2001) Phonemic awareness and young children. Childhood Education 77 (3), 128–133. https://doi.org/10.1080/00094056.2001.10522146
[39] Wyse, Dominic and Usha Goswami (2008) Synthetic phonics and the teaching of reading. British Educational Research Journal 34 (6), 691–710. https://doi.org/10.1080/01411920802268912
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[41] Yopp, Hallie K. and Ruth H. Yopp (2000) Supporting phonemic awareness development in the classroom. The Reading Teacher 54 (2), 130–143.
[2] Al Otaiba, Stephanie, Marcia L. Kosanovich and Joseph K. Torgesen (2012) Assessment and instruction for phonemic awareness and word recognition skills. In: Kamhi, Alan G. and Hugh W. Catts (eds.) Language and Reading Disabilities. Boston: Pearson, 112–145.
[3] Anthony, Jason L. and David J. Francis (2005) Development of Phonological Awareness. Current Directions in Psychological Science 14 (5), 255–259. https://doi.org/10.1111/j-0963-7214.2005.00376.x
[4] Antropova, Svetlana, Rafael Carrasco Polaino and Juana María Anguita Acero (2023) Synthetic phonics in Spanish bilingual education: Spelling mistakes analysis. Porta Linguarum 39, 299–314. https://doi.org/10.30827/portalin.vi39.28091
[5] Antropova, Svetlana, Francesca Colt and Mariana Lafita (2019) Spelling performance by Spanish primary students using English as a second language: Analysis of the most common mistakes. EDULEARN19 Proceedings, 11th International Conference on Education and New Learning Technologies, 514–522.
[6] Atabey, Derya (2018) A study into the effective communication and social skills of preschool children. Inonu University Journal of the Faculty of Education 19 (1), 185–199. https://doi.org/10.17679/inuefd.323598
[7] Balikci, Ozge S. (2020) Investigation of phonological awareness interventions in early childhood. International Journal of Early Childhood Special Education 12 (1), 277–288. https://doi.org/10.9756/INT-JECSE/V12I1.201010
[8] Barker, Helen R. (2018) The development of phonological awareness in children. Publicaciones Didácticas 99, 87–90.
[9] Bdeir, Maha, Rima Bahous and Mona Nabhani (2020) Improving reading readiness in kindergarten children through early phonological awareness interventions. Education 3-13, 50 (3), 348–360. https://doi.org/10.1080/03004279.2020.1851740
[10] Belbes, Maura E., Marcial M. Bandoy, Consorcia S. Tan, Alberto D. Yazon and Lerma P. Buenvinida (2022) Effectiveness of jolly phonics program towards strengthening of language literacy: Experimental case in the Philippines. International Journal of Theory and Application in Elementary and Secondary Education 4 (2), 202–218. 10.31098/ijtaese.v4i2.1077
[11] Bennett, Hannah, Amanda Denston and Alison Arrow (2023) The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children. The Australian Journal of Language and Literacy 46 (5), 125–143. https://doi.org/10.1007/s44020-023-00034-6
[12] Bowers, Jeffrey S. (2020) Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review 32 (3), 681–705. https://doi.org/10.1007/s10648-019-09515-y.
[13] Buckingham, Jennifer (2020) Evidence strongly favours systematic synthetic phonics. LDA Bulletin 52 (1), 30–34.
[14] Cassady, Jerrell C., Lawrence L. Smith and Michael Putman (2008) Phonological awareness development as a discrete process: Evidence for an integrative model. Reading Psychology 29 (6), 508–533. https://doi.org/10.1080/02702710802271966
[15] Castles, Anne, Kathleen Rastle and Kate Nation (2018) Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest 19 (1), 5–51. https://doi.org/10.1177%2F1529100618772271
[16] Creswell, John W. (2021) A Concise Introduction to Mixed Methods Research. Los Angeles: Sage Publications.
[17] Díez de Ulzurrun Pausas, Ascensión (2020) El aprendizaje de la lectoescritura desde una perspectiva constructivista. Barcelona: Editorial Graó.
[18] Fernández Molina, Javier and Copelia Mateo Guillén (2021) Phonics 2021: Where have two decades of research led scholars and practitioners to? In: Aznar Díaz, Inmaculada, Carmen Rodríguez Jiménez, Magdalena Ramos Navas-Parejo and Gerardo Gómez García (eds.) Desafíos de la investigación y la innovación educativa ante la sociedad inclusiva. Madrid: Dykinson, 694–709.
[19] Fischer, Laura and Alma Navarro (1997) Introducción a la investigación de mercados. Ciudad de México: McGraw-Hill.
[20] Flynn, Naomi, Daisy Powell, Rhona Stainthorp and Morag Stuart (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading 44 (3), 301–308. https://doi.org/10.1111/1467-9817.12336
[21] Gillon, Gail T. (2017) Phonological Awareness: From Research to Practice. New York: Guilford Press.
[22] Grofčíková, Soňa and Monika Máčajová (2017) Abilities of phonological awareness in the context of cognitive development in preschool age. Journal of Language and Cultural Education 5 (3), 46–56. https://doi.org/10.1515/jolace-2017-0027
[23] Hayward, Denyse, Caitlin D. Annable, Jennifer E. Fung and Robert D. Williamson (2017) Beyond the total score: A preliminary investigation into the types of phonological awareness errors made by first graders. Early Childhood Education Journal 45 (6), 809–820. https://doi.org/10.1007/s10643-016-0829-3
[24] Guelmes Valdés, Esperanza L. and Lázaro E. Nieto Almeida (2015) Algunas reflexiones sobre el enfoque mixto de la investigación pedagógica en el contexto cubano. Revista Universidad y Sociedad 7 (2), 23–29.
[25] Hernández Sampieri, Roberto, Carlos Fernández Collado and María del Pilar Baptista Lucio (2014) Metodología de la investigación. Ciudad de México: McGraw-Hill.
[26] Jolliffe, Wendy, David Waugh and Angela Gill (2019) Teaching Systematic Synthetic Phonics in Primary Schools. New York: Learning Matters.
[27] Machin, Stephen, Sandra McNally and Martina Viarengo (2018) Changing how literacy is taught: Evidence on synthetic phonics. American Economic Journal: Economic Policy 10 (2), 217–241. https://doi.org/10.1257/pol.20160514
[28] Martínez Llantada, Marta (2015) Los métodos de investigación educacional: Lo cuantitativo y lo cualitativo. La Habana: Pueblo y Educación.
[29] Moats, Louisa C. (2020) Speech to Print: Language Essentials for Teachers, 3rd ed. Baltimore: Paul H. Brookes.
[30] Mohamed, Ahmed H. H., Abdulhameed S. Hassan, Ibrahim Al-Qaryouti, Abdullah Al-Hashimi and Zuwaina Al-Kalbani (2021) The development of phonological awareness among preschoolers. Early Child Development and Care 191 (1), 108–122. https://doi.org/10.1080/03004430.2019.1607320
[31] Ortega Sánchez, Delfín (2023) ¿Cómo investigar en Didáctica de las Ciencias Sociales? Fundamentos metodológicos, técnicas e instrumentos de investigación. Barcelona: Octaedro.
[32] Phillips, Beth M., Jeanine Clancy-Menchetti and Christopher J. Lonigan (2008) Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education 28 (1), 3–17.
[33] Pufpaff, Lisa A. (2009) A developmental continuum of phonological sensitivity skills. Psychology in the Schools 46 (7), 679–691.
[34] Rendón Romero, Sara I., Macarena Navarro Pablo and Eduardo García Jiménez (2021) Using phonics to develop the emergent English literacy skills of Spanish learners. Porta Linguarum 35, 111–128. https://doi.org/10.30827/portalin.v0i35.16876
[35] Srikandewie, Yakoba N. and Anak E. Yon (2021) Improving students spelling skills through using jolly phonics method. Dialectical Literature and Education Journal 6 (2), 44–49. https://doi.org/10.51714/dlejpancasakti.v6i2.51
[36] Taylor, Anne (2020) Sounds Great. St. Petersburg: Compass Publishing.
[37] Vetorico, Marivic (2022) Kindergarten phonological and phonemic awareness: Inputs for kindergarten instruction. International Journal of Research and Analytical Reviews 9 (1), 253–256.
[38] Wasik, Barbara A. (2001) Phonemic awareness and young children. Childhood Education 77 (3), 128–133. https://doi.org/10.1080/00094056.2001.10522146
[39] Wyse, Dominic and Usha Goswami (2008) Synthetic phonics and the teaching of reading. British Educational Research Journal 34 (6), 691–710. https://doi.org/10.1080/01411920802268912
[40] Yeung, Susanna S., Yingyi Liu and Dan Lin (2017) Growth of phonemic awareness and spelling in a second language, International Journal of Bilingual Education and Bilingualism 23 (6), 754–768. https://doi.org/10.1080/13670050.2017.1409695
[41] Yopp, Hallie K. and Ruth H. Yopp (2000) Supporting phonemic awareness development in the classroom. The Reading Teacher 54 (2), 130–143.