Lisa M. López
Assessing the Phonological Skills of Bilingual Children From Preschool Through Kindergarten: Developmental Progression and Cross-Language Transfer
University of South Florida
developmental progression hypothesis phonological awareness states children perform better lower level tasks mainly addressed literature children beginning age 5 addition limited amount research done regarding performance dual language learners phonological awareness tasks age 5 need valid measure phonological awareness bilingual preschool children earlier age article addresses three purposes 1 developing reliable measure phonological awareness bilingual preschool children 2 testing developmental progression hypothesis english spanish 3 comparing longitudinal performance across language measure two hundred fortyone spanishenglish bilingual children assessed authordeveloped phonological awareness test three time points mean age 458 mean age 496 mean age 594 findings indicate differences developmental progression language well shifts performance across language children go school children study transition language specific model phonological awareness skill specific model phonological awareness progress school