Brenda K. Gorman
Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners
Marquette University
purpose goals study evaluate impact shortterm phonological awareness pa instruction presented childrens first language l1 spanish gains l1 second language l2 english determine whether relationships exist vocabulary size verbal working memory pa spanishspeaking english language learners ells method participants included 25 kindergartners received pa instruction 10 controls 2way withinsubjects repeated measures multivariate analysis variance manova conducted evaluate gains relationships pa gains spanish english vocabulary memory measured using nonword repetition experimental working memory tasks analyzed using correlation regression analyses results results indicated significant equivalent gains languages children experimental group gains control group spanish vocabulary size significantly related pa gains languages strongly related english gains english vocabulary size memory tasks predicted gains language distinct ways conclusion results support conclusion pa instruction strong vocabulary skills individuals l1 benefit pa development l1 l2 results also indicate dynamic relationships exist vocabulary size storage processing components working memory pa development languages ells supplemental material httpsdoiorg1023641asha6170195