Research investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and are learning English in school through immersion. They were drawn from four public schools. Children from each school randomly assigned to a treatment and a control group. Participants in the treatment group received an eight-week letter knowledge and phonological awareness training that entailed metalinguistic games and exercises in Swahili in addition to their regular classroom instruction. The program was delivered three times a week in 20 minute sessions to small groups (N = 3 children per group). The control group received no treatment. The children were assessed on their letter knowledge, phonological awareness, word reading, oral reading fluency and receptive vocabulary in Swahili and English. The results revealed that children in the treatment group showed greater improvement in Swahili skills such as letter knowledge, phonological awareness, and word reading ability. Importantly, these children also showed statistically significant improvement in English letter sound knowledge and phonological awareness, indicating cross-language transfer. The outcomes between the two treatment conditions did not differ as function of vocabulary, language spoken at home, socio-economic status or absence from school. This study provides causal evidence about cross-language transfer of phonological awareness. High quality phonological and letter knowledge training in familiar language is important for classroom practioners in multilingual settings. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2017. / March 20, 2017. / cross langauge transfer, literacy acquisition, multilingual, phonological awareness / Includes bibliographical references. / Young-Suk G. Kim, Professor Co-Directing Dissertation; Sherry A. Southerland, Professor Co-Directing Dissertation; Gretchen L. Sunderman, University Representative; John P. Myers, Committee Member; Stephanie S. Zuilkowski, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_552147 |
| Contributors | Wawire, Brenda A. (Brenda Aromu) (authoraut), Kim, Young-Suk, 1970- (professor co-directing dissertation), Southerland, Sherry A., 1962- (professor co-directing dissertation), Sunderman, Gretchen L. (university representative), Myers, John P. (John Patrick) (committee member), Zuilkowski, Stephanie S. (Stephanie Simmons) (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (89 pages), computer, application/pdf |
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