Document Type
Article
Language
eng
Format of Original
10 p.
Publication Date
Fall 2003
Publisher
SAGE Publications
Source Publication
Communication Disorders Quarterly
Source ISSN
1525-7401
Original Item ID
doi: 10.1177/15257401030250010301
Abstract
In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to children who receive literacy instruction in Spanish. The authors also discuss how phonological awareness development may differ between monolingual children learning Spanish and monolingual children learning English, and the implications of these differences for choosing appropriate phonological awareness tasks for Spanish speakers.
Recommended Citation
Gorman, Brenda K. and Gillam, Ronald B., "Phonological Awareness in Spanish: A Tutorial for Speech-Language Pathologists" (2003). Speech Pathology and Audiology Faculty Research and Publications. 10.
https://epublications.marquette.edu/spaud_fac/10
Comments
Accepted version. Communication Disorders Quarterly, Vol. 25, No. 1 (Fall 2003): 13-22. DOI. © 2003 SAGE Publications. Used with permission.
Brenda Gorman was affiliated with the University of Texas at Austin at the time of publication.