![]() ![]() Not only are these types of activities culturally and linguistically sensitive, they also support early decoding and encoding skills when learning to read in Spanish. In English, we would work on phoneme segmentation (duck = d – u – ck)…in Spanish flip that to syllable segmentation (pato = pa – to). To the extent possible, emphasize that CV syllable! For example, in English we would work on initial phoneme identification (the initial sound in duck is /d/)….in Spanish flip that to initial syllable identification (the initial syllable in pato is /pa/). We know that phonemic awareness is an essential component for early literacy development, and this is no different for students learning to read in Spanish…but how we do that needs to respect the phonological structure of the language. Words are ready syllable by syllable…not sound-by-sound and not using an onset + rime structure.ĭeveloping phonemic awareness for these students should model a similar scope and sequence. As a result, when students are taught to read in Spanish, they typically are taught each of the vowel sounds, and then are taught each consonant…essentially making a series of CV syllable structures (ma, pa, ta, sa, la) that are strung together to make words. This is the most salient feature of the Spanish language, and it is an important unit of processing on a linguistic level. The most significant difference is the important emphasis that is placed on the CV syllable structure. What's the difference of Spanish and English phonology? Bou Puerto Rican Spanish Phonology a Case Study on Phonological Awareness Intervention). Training of students in spelling, blending, and segmenting syllables and phonemes may be especially valuable because these skills are closely related to those which students use when actually reading and writing.” ( Dr. There are fewer consonant and vowel phonemes in Spanish, less complex syllable structure and longer words, and phonological development for Spanish speaking children is also different. “The Spanish phonology system is different than that of English. This is critical when teaching phonemic awareness, particularly if the students are going to participate in a dual-language or bilingual experience where they will be taught to read in Spanish. Furthermore, helping children who receive native language instruction cultivate their phonological awareness skills in Spanish will have beneficial effects on Spanish literacy and on later literacy development in English” (Gorman and Gillam, 2003).Īlthough we know that native language development is best practice for bilingual students, the methods of teaching literacy and phonemic awareness are different in Spanish….and rightfully so! While the oral phonology of both English and Spanish may share some similarities, there are important differences that need to keep in mind. “Because children often transfer skills from L1 to L2 as they learn language sequentially, their phonological awareness skills in Spanish should be predictive of their reading acquisition in Spanish as well as in English. The same is seen in the development of their phonological and phonemic awareness skills. ![]() Research shows that students who achieve high levels of academic achievement in their native language of Spanish experience that same success upon the transition to English. is excited to be part of this “hop” and hopes to support professionals in the field who are working with bilingual, Spanish-speaking students.ĭeveloping the early literacy skills in Spanish-speaking students is one of the most effective ways of supporting their literacy growth in both Spanish and English. ![]()
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