@article{raynolds_exploring_2017,
	title = {Exploring {English} and {Spanish} rhyme awareness and beginning sound segmentation skills in prekindergarten {Spanish}-speaking {English} {Learners}},
	volume = {30},
	issn = {0922-4777, 1573-0905},
	url = {http://link.springer.com/10.1007/s11145-016-9696-y},
	doi = {10.1007/s11145-016-9696-y},
	abstract = {Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz \& Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p ¡ .001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs.},
	language = {en},
	number = {4},
	urldate = {2019-10-02},
	journal = {Reading and Writing},
	author = {Raynolds, Laura B. and López-Velásquez, Angela and Olivo Valentín, Laura E.},
	month = apr,
	year = {2017},
	note = {Citation Key Alias: ISI:000398445600003, lens.org/009-289-778-807-372
tex.eissn: [object Object]
tex.unique-id: [object Object]},
	keywords = {dept.cur, dept.sed},
	pages = {719--737},
}

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The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p ¡ .001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs.","language":"en","number":"4","urldate":"2019-10-02","journal":"Reading and Writing","author":[{"propositions":[],"lastnames":["Raynolds"],"firstnames":["Laura","B."],"suffixes":[]},{"propositions":[],"lastnames":["López-Velásquez"],"firstnames":["Angela"],"suffixes":[]},{"propositions":[],"lastnames":["Olivo","Valentín"],"firstnames":["Laura","E."],"suffixes":[]}],"month":"April","year":"2017","note":"Citation Key Alias: ISI:000398445600003, lens.org/009-289-778-807-372 tex.eissn: [object Object] tex.unique-id: [object Object]","keywords":"dept.cur, dept.sed","pages":"719–737","bibtex":"@article{raynolds_exploring_2017,\n\ttitle = {Exploring {English} and {Spanish} rhyme awareness and beginning sound segmentation skills in prekindergarten {Spanish}-speaking {English} {Learners}},\n\tvolume = {30},\n\tissn = {0922-4777, 1573-0905},\n\turl = {http://link.springer.com/10.1007/s11145-016-9696-y},\n\tdoi = {10.1007/s11145-016-9696-y},\n\tabstract = {Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). 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