Thesis (M.S.)--Villanova University, 2008. / Psychology Dept. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 346-369).

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 61-67). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51575

Thesis (Ph. D.)--University of California, Santa Cruz, 1997. / Typescript. Includes bibliographical references (leaves 44-47).

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

No description available.

Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

No description available.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 206-213).

This thesis examines phonological awareness and literacy in monolingual and bilingual children. Experiment 1 shows that 5-6 year old Spanish-monolingual, English-monolingual and Spanish-English-bilingual children show the same pattern of development of phonological awareness. However, the degree of awareness of each unit is influenced by linguistic background. Spanish children are more aware of vowels and rimes than English children. English children are more aware of syllables than Spanish children. Bilingual children are more aware of syllables in Spanish than Spanish-monolinguals and more aware of vowels in English than English-monolinguals. Hence they show transfer of phonological awareness across languages. All three groups also show a different relationship between phonological awareness and reading. Experiment 2 shows that bilinguals are more aware than English monolinguals of vowels that exist in both languages (tense-vowels). Moreover, this enhanced awareness extends to vowels that do not exist in Spanish (lax-vowels). It is concluded that exposure to two languages enhances analysis of phonology as well as encouraging transfer of awareness. Experiment 2 also shows that Spanish-speakers read and spell vowels more accurately than English-speakers. Bilingual children read English vowels more accurately than English-monolinguals. This suggests they understand the orthographic representations of English vowels at least as well as monolinguals. However, they spell vowels less accurately. This may be because bilinguals misapply Spanish phoneme-to-graphemecorrespondences when spelling English vowels. The English and Spanish vowel systems differ more than their consonant systems. Experiment 3 shows that sensitivity to the four consonant types (stops, fricatives, nasals and liquids) is similar, and correlates with reading ability, in all groups. This suggests that bilinguals may only transfer awareness between English and Spanish of units that are linguistically dissimilar in each. Experiment 4 compared the awareness of the two consonants in word-medial double-consonants (e.g. the 'c' and 't' in mactan). Although only Spanish-speakers used syllable boundaries to analyse these consonants they made a similar number of errors to English-speakers. However, all groups used syllable boundaries to read and spell wordmedial double-consonants. Collectively, these results suggest that differences in phonological and orthographic structure between languages encourage different approaches to the acquisition of literacy. Future research should investigate how these differences may be exploited to facilitate literacy acquisition in each group.