The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities. Using exploratory factor analyses with 165 participants, three dimensions of family reading behavior were identified from the SBFRS including Home Reading Emphasis, Adult Responsibility, and Parental Academic Expectations. Each of the SBFRS rotated factors considered together in a stepwise multiple regression analysis contributed significantly over and above age to the prediction of phonological awareness as measured by the Phonemic Awareness 3 (PA3) Cluster from the WJ III. The best order of predictors for PA3 of the WJ III, with stepwise entry, included Factor 1: Home Reading Emphasis, Factor 3: Parental Academic Expectations, and Factor 2: Adult Responsibility. One of the SBFRS rotated factors, Factor 1: Home Reading Emphasis, considered in a stepwise multiple regression analysis using age as a covariate contributed significantly to the prediction of basic reading as measured by the Basic Reading Skills (BRS) Cluster of the WJ III [WJ III BRS=.38+.26(Factor1)]. Results demonstrate the importance of the aforementioned factors in relation to the prediction of emergent literacy. Future studies are needed to investigate parental expectations, adult responsibility for child outcomes, the impact of fathers, and the importance of dominant home language on the emergence of literacy. Revision of the SBFRS, in addition to studies that include a wider range of SES, racial/ethnic, and linguistic groups, would help to standardize the measure for future use.

The present study is a small part of a project that is named Legilexi which includes a screening test where the purpose is to identify children who are at risk of having reading- and writing difficulties. The aim of the present study was primarily to investigate the relationship between phonological awareness and different reading abilities in children in year 1 and 3. A further aim was to contribute to the validation of Legilexi’s screening test. There were 48 children from four different schools that participated in the study, 29 of these children were in grade 1, and 19 were in grade 3. The students in first grade were in the ages of 7;0–8:1 years and the children in third grade were between the ages of 9;1 and 9;11 years. The recruitment of the schools was done in consultation with project managers of Legilexi. In this study the schools were selected throughout a convenience sample, because of Legilexi’s spread throughout the whole of Sweden. Phonological awareness was assessed with UMESOL’s phonological elements; phoneme segmentation, phoneme synthesis, position analysis and segment subtraction. The teachers tested the children with Legilexi ́s test material. The relations between the collected data were later examined together with secondary data from Legilexi. The results showed strong correlations between different aspects of phonological awareness, reading- and listening comprehension. However, ceiling effects were discovered in Legilexi’s subtest phoneme analysis in grade 1. This indicates that the design of the test was too simple for the participating children. The conclusion of the present study was that the results were in line with previous research regarding phonological awareness and early reading development. An important and useful finding was the ceiling effect on Legilexi’s test of phonological awareness

The purpose of this report is to inform foreign language (FL) educators about students with learning disabilities (LD) so that instruction can better serve their needs. It applies this to Spanish FL education in the United States, examining reading performance due to the role of reading in academic success and the prevalence of reading LD. The report outlines reading models and the cognitive processes within these approaches to explain how students read. With this understanding, the report examines LD, focusing on the role of phonemic awareness in L1 and FL reading. It analyzes reading instruction in English and Spanish in order to evaluate existing FL strategies and propose new interventions. From this report, educators should gain an understanding of how LD in reading impacts FL and how reading could be better addressed in the Spanish FL classroom. / text

Children with Down syndrome (DS) are reported to experience difficulty with spoken and written language which can persist through the lifespan. However, little is known about the spoken and written language profiles of children with DS in the New Zealand social and education environment, and a thorough investigation of these profiles has yet to be conducted. The few controlled interventions to remediate language deficits in children with DS that are reported in the literature typically focus on remediation of a single language domain, with the effectiveness of interventions which integrate spoken and written language goals yet to be explored for this population. The experiments reported in this thesis aim to address these areas of need. The following questions are asked 1) What are the phonological awareness, speech, language and literacy skills of New Zealand children with DS? 2) What are the home and school literacy environments of New Zealand children with DS and how do they support written language development? and 3) What are the immediate and longer term effects of an integrated phonological awareness intervention on enhancing aspects of spoken and written language development in young children with DS? These questions will be addressed through the following chapters. The first experiment (presented in Chapter 2) was conducted in two parts. Part 1 consisted of the screening of the early developing phonological awareness, letter knowledge, and decoding skills of 77 primary school children with DS and revealed considerable variability between participants on all measures. Although some children were able to demonstrate mastery of the phoneme identity and letter knowledge skills, floor effects were also apparent. Data were analysed by age group (5 - 8 years and 9 -14 years) which revealed increased performance with maturation, with older children outperforming their younger peers on all measures. Approximately one quarter of all children were unable to decode any words, 6.6% demonstrated decoding skills at a level expected for 7 - 8 year old children and one child demonstrated decoding skills at an age equivalent level. Significant relationships between decoding skills and letter knowledge were found to exist. In Part 2 of the experiment, 27 children with DS who participated in the screening study took part in an in-depth investigation into their speech, phonological awareness, reading accuracy and comprehension and narrative language skills. Results of the speech assessments revealed the participants’ speech was qualitatively and quantitatively similar to the speech of younger children with typical development, but that elements of disorder were also evident. Results of the phonological awareness measures indicated participants were more successful with blending than with segmentation at both sentence and syllable level. Rhyme generation scores were particularly low. Reading accuracy scores were in advance of reading comprehension, with strong relationships demonstrated between reading accuracy and phonological awareness and letter knowledge. Those children who were better readers also had better language skills, producing longer sentences and using a greater number of different words in their narratives. The production of more advanced narrative structures was restricted to better readers. In the second experiment (presented in Chapter 3), the home literacy environment of 85 primary school aged children with DS was investigated. Parents of participants completed a questionnaire which explored the frequency and duration of literacy interactions, other ways parents support and facilitate literacy, parents’ priorities for their children at school, and the child’s literacy skills. Results revealed that the homes of participants were generally rich in literacy resources, and that parents and children read together regularly, although many children were reported to take a passive role duding joint story reading. Many parents also reported actively teaching their child letter names and sounds and encouraging literacy development in other ways such as language games, computer use, television viewing and library access. Writing at home was much less frequent than reading, and the allocation of written homework was much less common than reading homework. In the third experiment (presented in Chapter 4), the school literacy environment of 87 primary school aged children with DS (identified in the second experiment) was explored. In a parallel survey to the one described in Chapter 3, the teachers of participants completed a questionnaire which explored the frequency and duration of literacy interactions, the role of the child during literacy interactions, the child’s literacy skills, and other ways literacy is supported. The results of the questionnaire revealed nearly all children took part in regular reading instruction in the classroom although the amount of time reportedly dedicated to reading instruction was extremely variable amongst respondents. The average amount of time spent on reading instruction was consistent with that reported nationally and in advance of the international average for Year 5 children. Reading instruction was typically given in small groups or in a one on one setting and included both ‘top-down’ and bottom up’ strategies. Children were more likely to be assigned reading homework compared to written homework, with writing activities and instruction reported to be particularly challenging. In the fourth experiment (reported in Chapter 5), the effectiveness of an experimental integrated phonological awareness intervention was evaluated for ten children with DS, who ranged in age from 4;04 to 5;05 (M = 4;11, SD = 4.08 months). The study employed a multiple single-subject design to evaluate the effect of the intervention on participants’ trained and untrained speech measures, and examined the development of letter knowledge and phonological awareness skills. The 18 week intervention included the following three components; 1. parent implemented print referencing during joint story reading, 2. speech goals integrated with letter knowledge and phoneme awareness activities conducted by the speech-language therapist (SLT) in a play based format, and 3. letter knowledge and phoneme awareness activities conducted by the computer specialist (CS) adapted for presentation on a computer. The intervention was implemented by the SLT and CS at an early intervention centre during two 20 minute sessions per week, in two 6 week therapy blocks separated by a 6 week break (i.e. 8 hours total). The parents implemented the print referencing component in four 10 minute sessions per week across the 18 week intervention period (approximately 12 hours total). Results of the intervention revealed all ten children made statistically significant gains on their trained and untrained speech targets with some children demonstrating transfer to other phonemes in the same sound class. Six children demonstrated gains in letter knowledge and nine children achieved higher scores on phonological awareness measures at post-intervention, however all phonological awareness scores were below chance. The findings demonstrated that dedicating some intervention time to facilitating the participants’ letter knowledge and phonological awareness was not at the expense of speech gains. The fifth experiment (presented in Chapter 6) comprises a re-evaluation of the speech, phonological awareness, and letter knowledge, and an evaluation of the decoding and spelling development in children with DS who had previously participated in an integrated phonological awareness intervention (see Chapter 5), after they had subsequently received two terms (approximately 20 weeks) of formal schooling. Speech accuracy was higher at follow-up than at post-intervention on standardised speech measures and individual speech targets for the group as a whole, with eight of the ten participants demonstrating increased scores on their individual speech targets. Group scores on both letter knowledge measures were higher at follow-up than at post-intervention, with nine participants maintaining or improving on post-intervention performance. The majority of participants exhibited higher phonological awareness scores at follow-up on both the phoneme level assessments, with above chance scores achieved by five participants on one of the tasks, however, scores on the rhyme matching task demonstrated no evidence of growth. Some transfer of phonological awareness and letter knowledge was evident, with five children able to decode some words on the single word reading test and three children able to represent phonemes correctly in the experimental spelling task. The emergence of these early literacy skills highlighted the need for ongoing monitoring of children’s ability to transfer their improved phonological awareness and letter knowledge to decoding and spelling performance. In the sixth experiment (presented in Chapter 7) the long term effects of the integrated phonological awareness intervention was evaluated for one boy with DS aged 5;2 at the start of the intervention. The study monitored Ben’s speech and literacy development up to the age of 8;0 (34 months post pre-school intervention) which included two years of formal schooling. Ben demonstrated sustained growth on all measures with evidence of a growing ability to transfer letter-sound knowledge and phoneme-grapheme correspondences to the reading and spelling process. The results indicated an intervention which is provided early and which simultaneously targets speech, letter knowledge and phonological awareness goals provides a promising alternative to conventional therapy, and that integrating spoken and written therapy goals for children with DS can be effective in facilitating development in both domains. This thesis provides evidence that the spoken and written language abilities of New Zealand children with DS exhibit a pattern of delay and disorder that is largely consistent with those of children with DS from other countries reported in the literature. The home and school literacy environments of children in New Zealand with DS are rich in literacy resources and are, for the most part, supportive of their literacy development. The immediate and longer term results of the integrated phonological awareness intervention suggest that it is possible to achieve significant and sustained gains in speech, letter knowledge and phonological awareness which may contribute to the remediation of the persistent and compromised spoken and written language profile characteristic of individuals with DS.

The current study examined the phonological process of prosodic ability in a model of adult word reading and reading comprehension ability. All phonological tasks involve executive functions (EF) reflected in an individual’s flexibility for manipulating different components of language. To account for the EF demands involved in phonological tasks of reading, EF was assessed using measures of inhibitory control and switching attention as both a control variable and predictor in each model of reading. Two research questions guided the study: 1) Do prosodic ability and EF make independent contributions to word reading, and reading comprehension ability when controlling for the other? 2) Do prosodic ability and EF make unique contributions to word reading, and reading comprehension ability when controlling for the other, in addition to controlling for vocabulary, fluid (nonverbal) intelligence, rapid automatized naming (RAN - Digits), and phonological short-term memory (PSTM)? Participants were one hundred and three native-English speaking adults (18 to 55 years of age) recruited from Eastern Ontario. A total of 8 regression models were tested. The analyses revealed unique contributions of prosodic ability in adult word reading achievement, and EF in silent reading comprehension. Prosody’s contribution to word reading above EF supports prosodic awareness as a phonological skill that can be used to explain individual differences in word reading, whereas EF’s contribution to reading comprehension supports its’ role in more complex reading tasks. Prosody and EF represent constructs that warrant future consideration in models of reading. / Thesis (Master, Education) -- Queen's University, 2013-12-19 16:15:50.64

Communication in a second or multiple languages has become essential in the globalized world. However, acquiring a second language (L2) after a critical period is universally acknowledged to be challenging (Lenneberg, 1967). Late learners hardly reach a nativelike level in L2, particularly in its pronunciation, and their incomplete phonological acquisition is manifested by a foreign accent—a common and persistent feature of otherwise fluent L2 speech. Although foreign-accented speech is widespread, it has been a target of social constraints in L2-speaking communities, causing many learners and instructors to seek out ways to reduce foreign accents. Accordingly, research in L2 speech has unceasingly examined various learner-external and learner-internal factors of the occurrence of foreign accents as well as nonnative speech characteristics underlying the judgment of the degree of foreign accents. The current study aimed to expand the understanding of the characteristics and judgments of foreign accents by investigating phonological awareness, a construct pertinent to learners’ phonological knowledge, which has received little attention in research on foreign accents. The current study was exploratory and non-experimental research that targeted 40 adults with Korean-accented English living in the United States. The study first examined how 23 raters speaking American English as their native language detect, perceive, describe, and rate Korean-accented English. Through qualitative and quantitative analyses of the accent perception data, the study identified various phonological and phonetic deviations from the nativelike sounds, which largely result from the influence of first language (Korean) on L2 (English). The study then probed the relationship between foreign accents and learners’ awareness of the phonological system of L2, which was measured using production, perception, and verbalization tasks that tapped into the knowledge of L2 phonology. The study found a significant inverse relationship between the degree of a foreign accent and phonological awareness, particularly implicit knowledge of L2 segmentals. Further in-depth analyses revealed that explicit knowledge of L2 phonology alone was not sufficient for targetlike pronunciation. Findings suggest that L2 speakers experience varying degrees of difficulty in perceiving and producing different L2 segmentals, possibly resulting in foreign-accented speech.

M.A., Faculty of Humanities, University of the University, 2011 / With the increasing prevalence of autism on a worldwide scale, new teaching methodologies need to be explored in order to educate children with autism helping them to achieve their maximum potential. It has previously been established that many individuals with autism use visual opposed to verbal modes of thinking and learning. In this study action research was used to examine if high imagery instructional methods of teaching could be used as a teaching tool for autistic children attending a special needs school. This study examined whether there was a change in the classroom performance of three autistic children after a 5 month period of high imagery instruction, as compared against a baseline of response to previous instruction, as well as the pattern of verbal and non verbal abilities manifested at time of intake into the programme. Analysis of the results of initial cognitive, language and perceptual tests was thus undertaken for diagnostic purposes, combined with analysis of initial response to teaching prior to high imagery intervention. Once this base-line had been established, analysis of school readiness and scholastic tests was then undertaken pre and post intervention, combined with in-depth interviews with the children’s teacher, analysis of developmental diaries and analysis of work done as part of the school programme followed by each child over a five month period of intervention. At baseline all three children were found to have phonological weaknesses, as evidenced by difficulties isolating onset sounds in words, difficulties with rhyming and difficulties in skills such as blending sounds into words. Two of the children in the sample showed little to no response to the high imagery instruction, and continued to have difficulties with reading and pre-reading tasks involving working with the sound structure of the English language. The third child in the sample showed an increase in phonological skills and in reading, writing and spelling abilities in response to high imagery instruction, as well as an increase in both vocabulary and the non-verbal abilities involved in drawing . It was noted at base-line as well as throughout the study that visual memory was an area of strength for this child, but not for the other two children in the sample. The child who made progress was also able to use his visual strengths to develop associations between sounds and letters. The conclusions from this exploratory study are that not all children with autism learn through use of visual strategies in teaching. The success of high imagery teaching strategies when used with a child with well developed visual memory abilities would suggest that high imagery instruction could be a useful and successful teaching strategy where children with autism exhibit well developed visual modes of thought. Strengths in visual memory and in visual association may be indicators of the likelihood that a child with autism will respond positively to high imagery instruction.

O objetivo deste trabalho é analisar a aquisição do processo fonológico de vozeamento em português brasileiro. Para isso, foram analisados tanto dados naturalísticos de uma criança acompanhada longitudinalmente de 1;4 anos até 4;0 anos, quanto dados experimentais/latitudinais de 46 crianças de 2;0 anos até 4;1 anos. Foi investigada a aquisição de /s,z/ na posição de onset (estudo naturalístico) e também a aquisição de [s,z] nas posições de coda medial e final em ambos os estudos. Verificamos que o período de aquisição dos segmentos na coda foram tardios, se comparados com os períodos encontrados na literatura (Mezzomo, 2003). Por isso, analisamos, também, a aquisição desses segmentos de acordo com o contexto seguinte: pausa, surdo e sonoro. Observamos que o contexto sonoro foi o mais difícil para as crianças, já que a aquisição ocorreu por volta de 4;0 anos. Além disso, analisamos as estratégias utilizadas pelas crianças durante o processo de aquisição e encontramos um padrão relacionado à produção inicial do segmento [s] mesmo em contextos em que a produção deveria ser sonora. Foi feita uma comparação dos resultados obtidos no contexto sonoro dos dois estudos (naturalístico e experimental) com o trabalho de Newton & Wells (2002) que analisa os processos de assimilação, elisão e liaision e constatamos, a partir da análise das ocorrências de vozeamento correto, pausa e outras realizações que o processo de vozeamento não surge assim que a criança começa a produzir sentenças com duas palavras e não está adquirido até os 4;0 anos (última faixa etária analisada). A partir desses resultados, concluímos que o processo de vozeamento é uma regra fonológica a ser adquirida e não um fenômeno apenas fonético (como mostraram os autores). Dado que o processo de vozeamento é uma regra fonológica, concluímos que a análise lingüística, feita a respeito do processo de vozeamento na fala do adulto, está correta ao assumir que a forma subjacente para a regra de vozeamento é o [s], pois também nos dados infantis percebemos uma tendência das crianças em produzir fricativas surdas e evitar a produção de fricativas sonoras. / This research aimed at analyzing the acquisition of the phonological process of voicing in Brazilian Portuguese. To do so, naturalistic data, longitudinally collected from a child since she was 1;4 until she became 4;0, as well as experimental data, latitudinally collected from 46 children from the age 2;0 to the age 4;1, were analyzed. In addition, the acquisition of /s z/ in onset position and in medial and final coda position were investigated in both studies. We observed that the period of segment acquisition was later in comparison to the ones mentioned in the literature ( Mezzomo, 2003). Therefore we also analyzed the acquisition of /s z/, taking into account the following context, that is to say, what there is after them: a pause, a voiceless or a voiced segment. We noticed that the most difficult context for children was the one that contained a voiced segment, since the acquisition of /z/ in coda position occurred only at the age of 4;0. Besides, we analyzed the strategies used by children during the acquisition period of the voicing process and, as a result, we found a pattern in relation to the initial productions: children start producing [s] even when [z] is expected to be produced. We also compared the results that we obtained through the investigation of voiced contexts in both the naturalistic and the experimental studies to Newton and Wells (2002)\'s work, in which the processes of assimilation, elision and liaision are analyzed. Differently from their results, our research showed that the voicing process does not occur as soon as children start producing sentences with two words, since it is not still acquired until the age of 4;0 (the last period analyzed). Based on these results, we concluded that the voicing process is a phonological rule that must be learnt by children and, consequently, it is not a mere phonetic phenomenon, as pointed by the authors. Also based on our results, we concluded that the linguistic analysis done for the adult speech is right when it assumes that [s] the underlying form to which the voicing rule is applied, since we noticed a tendency for children to produce the voiceless fricative [s] and avoid its voiced counterpart [z].

JUSTINO, M. I. S. V. Efeitos do reforço escolar numa abordagem fônica em alunos do ensino fundamental com graves defasagens na alfabetização. 2010. 156 p. Dissertação (Mestrado) Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto. Apesar das mudanças implantadas na política, currículo e metodologia educacional nos últimos dez anos, os resultados de avaliações do rendimento escolar dos alunos do ensino básico, em nível nacional e estadual, têm indicado sérios problemas no que se refere à aprendizagem das competências básicas de leitura e escrita. No contexto dessa problemática, o presente estudo buscou avaliar os efeitos de uma intervenção de reforço escolar, baseada no desenvolvimento da consciência fonológica e no ensino explícito da correspondência entre grafemas e fonemas, sobre a aprendizagem da leitura e escrita de um grupo de alunos do Ensino Fundamental ciclos I e II, com graves defasagens na alfabetização. Participaram do estudo 31 alunos, com idade entre 09 e 21 anos, de ambos os sexos, cursando da 4ª à 8ª série do Ensino Fundamental, de uma escola pública da periferia de Ribeirão Preto, em São Paulo. A pesquisa foi composta por quatro fases: inicialmente foi realizada uma avaliação diagnóstica coletiva das habilidades de leitura e escrita, com todos os alunos de 4ª a 8ª séries da referida escola. Aqueles apresentando dificuldades na alfabetização foram avaliados individualmente, no pré-teste, em provas de conhecimento de letras, consciência fonológica, leitura e escrita de palavras, sendo encaminhados para a intervenção 31 alunos com graves defasagens em termos de alfabetização. As atividades de reforço escolar foram desenvolvidas coletivamente, em duas aulas semanais, de duas horas cada, durante 10 meses. No final da intervenção foi realizado o pós-teste, com a reavaliação das mesmas habilidades do pré-teste, de modo a analisar os efeitos sobre a aprendizagem da leitura e escrita. As análises estatísticas mostraram diferenças significativas entre o pré e o pós-teste para todas as habilidades avaliadas. Dos 31 participantes do reforço escolar, em apenas seis alunos não se observou evolução do pré para o pós-teste. Os outros 25 alunos avançaram significativamente na aprendizagem da leitura e da escrita, concluindo-se que a intervenção mostrou-se eficaz para a superação das dificuldades de alfabetização para a maior parte dos alunos vítimas de fracasso escolar. / JUSTINO, M. I. S. V. Effects of tutoring in phonics approach in elementary school students with serious gaps in literacy. 2010. 156 p. Masters dissertation Ribeirão Preto School of Philosophy, Sciences and Literature USP. Despite the changes implemented in policy, curriculum and instructional methodology in the last ten years, the results of evaluations of the performance of pupils in basic education, in national and state levels, have indicated serious problems at learning basic skills in reading and writing. In the context of this issue, this study sought to evaluate the effects of an intervention to enhance these skills, starting at the development of phonological awareness and explicit teaching of the correspondence between graphemes and phonemes, in a group of students of elementary school cycles I and II, with serious gaps in literacy. This study involved 31 students, aged between 09 and 21 years, of both sexes, attending the 4th to 8th grades, in a public elementary school on the outskirts at Ribeirão Preto, in São Paulo. The research comprised four stages: initially a collective diagnostic evaluation was performed to assess the skills of reading and writing of all students from 4th to 8th grades of that school. Those having difficulties in literacy were assessed individually in the pre-test in letter knowledge, phonological awareness, reading and writing words, and 31 students with serious gaps in terms of literacy were sent to the intervention. Tutoring activities were developed collectively in two weekly classes of two hours each, for 10 months. At the end of the intervention was performed post-test, with a reassessment of the same abilities of the pre-test in order to analyze the effects on reading and writing skills. The statistical analysis showed significant differences between pre and post test for all abilities evaluated. Among the 31 participants only in six students we have not observed great changes between the pre and post-test. The other 25 students made significant progress in reading and writing, concluding that the was effective in overcoming the difficulties in literacy for most students who are victims of school failure.

Introdução: Diversos estudos têm avaliado as vantagens e desvantagens do bilinguismo em uma gama de habilidades humanas. Para se compreender uma língua estrangeira é necessário o desenvolvimento de habilidades específicas que se inicia a partir de uma informação ouvida. Dessa forma, o estudo das habilidades auditivas e fonológicas em bilíngues tem despertado o interesse de diversos pesquisadores nos últimos anos. Objetivo: avaliar habilidades do Processamento Auditivo Central (PAC) de discriminação e ordenação temporal e habilidades do Processamento Fonológico (PF) em bilíngues. Metodologia: 100 estudantes universitários de (graduação e pós-graduação) foram divididos em dois grupos: Grupo Bilíngue (GB n=50) e Grupo Monolíngue (GM n=50), de acordo com classificação do Quadro Europeu Comum de Referência para as Línguas. Foram considerados bilíngues os participantes classificados como: Independente ou proficiente (B1, B2, C1, C2) e que tivessem certificado em curso formal de língua inglesa ou permanência por dois anos em países deste idioma. Foram considerados monolíngues, participantes inseridos nos níveis A1 e A2 ou que não possuíssem competências previstas nestes itens. As habilidades do PF (consciência fonológica - CF, memória de trabalho fonológica - MTF e acesso rápido ao léxico - RAN) tanto do português quanto em idioma inglês e habilidades do PAC (discriminação e ordenação temporal de duração - TPD e frequência TPF) dos dois grupos foram avaliadas. Os resultados dos desempenhos dos grupos nas diferentes tarefas foram comparados estatisticamente por meio do Mann-Whitney U test (P<0,05) e um teste de regressão logística foi aplicado visando-se observar quais fatores poderiam predizer o bilinguismo. Resultados: Observou-se melhor desempenho do GB em tarefas de CF (português/inglês) e MTF - repetição de nãopalavras (português/inglês). Observou-se, também melhor desempenho do GB em tarefas RAN (português) exceto para nomeação de cores, e melhor desempenho do GB em todas as tarefas RAN em inglês. Observou-se melhor desempenho do GB nos testes de avaliação das habilidades auditivas tanto em TPD quanto TPF. As variáveis com mais forte associação ao bilinguismo foram as tarefas de CF do inglês e tarefas de RAN em inglês. Conclusão: Indivíduos bilíngues apresentam melhores desempenhos em testes fonológicos e auditivos, já que essas habilidades favorecem a identificação e discriminação de variações na fonologia de ambos os idiomas influenciando seu desempenho / Introduction: Several studies have evaluated the advantages and disadvantages of bilingualism in a range of human skills. In order to understand a foreign language, it is necessary to develop specific skills that start from an information heard. Thus, the study of auditory and phonological abilities in bilinguals has aroused the interest of several researchers in recent years. Objective: To evaluate Central Auditory Processing (CAP) skills of discrimination and temporal ordering and Phonological Processing (PP) skills in bilinguals. Methodology: 100 undergraduate and graduate students were divided into two groups: Bilingual Group (BG n = 50) and Monolingual Group (MG n = 50), according to the classification of the \"Common European Framework of Reference For Languages\". Participants with a formal English course certificate or stay of two years in countries of this language were considered bilingual and were classified as: Independent or proficient (B1, B2, C1, C2). Participants inserted in levels A1 and A2 or who did not possess competences foreseen in these items were considered monolingual. The skills of PP (phonological awareness PA , phonological work memory PWM and fast access to the lexicon FAL) of both Portuguese and English language and CAP skills (discrimination and temporal ordering of duration TOD and frequency TOF) of the two groups were evaluated. The results of the groups\' performances in the different tasks were compared statistically using the Mann-Whitney U test (P <0.05) and a logistic regression test was applied aiming to observe which factors could predict bilingualism. Results: Better performance of BG was observed in PA tasks (Portuguese/English) and PWM repetition of non-words (Portuguese/English). We also observed better performance of BG in FAL tasks (Portuguese), except for color naming, and better BG performance in all FAL tasks in English. There was a better performance of BG in the auditory skills evaluation tests in both TOD and TOF. The variables with the strongest association with bilingualism were English PA tasks and English FAL tasks. Conclusion: Bilingual individuals present better performances in phonological and auditory tests, since these abilities favor the identification and discrimination of phonological variations in both languages, influencing their performance