Carien Wilsenach
Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children
University of South Africa
study explored receptive vocabulary size early literacy skills namely letter naming knowledge phonemegrapheme correspondences early writing emergent bilingual northern sothoenglish children two groups grade 1 learners tested english northern sotho group 1 n 49 received formal schooling english whilst group 2 n 50 received formal schooling northern sotho receptive vocabulary tested using peabody picture vocabulary test letter knowledge assessed asking learners name letter cards whilst knowledge phonemegrapheme correspondences tested asking children match letter cards spoken sounds early writing assessed asking children write names statistical analyses indicated english northern sotho receptive vocabulary knowledge significant effect early literacy skills whilst main effect found language instruction group 1 performed significantly better group 2 english receptive vocabulary knowledge phonemegrapheme correspondences early writing group differences found northern sotho receptive vocabulary letter knowledge english receptive vocabulary significantly predicted outcome early literacy skills whilst northern sotho receptive vocabulary significantly predicted phonemegrapheme correspondences early writing