Abstract
Relationships among articulation, vocabulary, phonemic awareness, and word reading were examined in 45 children who spoke either Hmong or Spanish as their primary language. A theoretical perspective suggesting that English articulation and vocabulary would influence children's English phonemic awareness and English word reading was developed. Articulation influenced both kindergarten phonemic awareness and 1st-grade word reading. Letter-sound knowledge was also associated with kindergarten phonemic awareness, and 1st-grade phonemic awareness was related to 1st-grade word reading. The results are discussed in relationship to 2nd-language speech, articulation, and beginning reading.
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