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The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment

Pratt, Amy S
http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038

Abstract Details

2017, Doctor of Philosophy, Ohio State University, Speech and Hearing Science.
This dissertation portfolio is comprised of three first-authored pieces of writing that investigate the oral language and emergent literacy development of Spanish-speaking children with specific language impairment (SLI). Each piece features a unique but complementary aim. The first study investigates group differences on a battery of emergent literacy skills between 15 preschool-aged children with SLI in Mexico and a control group of 15 typically developing children matched for age and socio-economic status. The second study explores aspects of the home literacy environment, including parents’ explicit teaching of literacy and children’s print interest, which may explain some of the variance in children’s emergent literacy ability that was observed in the previous study. The third piece of writing is a grant proposal that describes a parent-child book reading intervention seeking to improve children’s emergent literacy skills. Collectively, the studies provide a normative reference for the early literacy development of children with SLI in Spanish. Results showed that, as a group, children with SLI performed significantly worse than their peers on tasks of print knowledge and phonological awareness. Although no significant group differences were uncovered on classic home literacy variables, an interaction was observed between children’s language ability and their print interest, with implications for print knowledge. Implications for a Spanish language intervention that addresses these findings – both with respect to their emergent literacy skills, as well as their home literacy environment – are discussed.
Rebecca McCauley (Advisor)
John Grinstead (Advisor)
111 p.
Latin American Studies; Literacy; Preschool Education; Speech Therapy
language impairment; emergent literacy; Spanish; SLI

Recommended Citations

Citations

  • Pratt, A. S. (2017). The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038

    APA Style (7th edition)

  • Pratt, Amy. The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment. 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038.

    MLA Style (8th edition)

  • Pratt, Amy. "The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038

    Chicago Manual of Style (17th edition)

osu1492647454832038
731
© 2017, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.