Carien Wilsenach
Phonological skills as predictor of reading success: An investigation of emergent bilingual Northern Sotho/English learners
University of South Africa
relationship phonological skills reading studied extensively african languages spoken south africathis study focuses phonological skills reading emergent bilingual northern sothoenglish learnersfifty grade 3 learners native speakers northern sotho tested nonword repetition skills syllable awareness phonological working memory readingthe learners fell two groups group 1 attended school english medium instruction first grade group 2 attended school literacy instruction took place northern sotho first three years schoolingthe results indicate significant correlation phonological skills reading northern sothofurthermore group 2 performed significantly better phonological measures exception phonological working memory reading measuresthe findings suggest complete lack mother tongue instruction influence phonological literacy development negativelythe study also suggests absence mother tongue literacy instruction causes stagnation development phonological processing skills mother tongue