Abstract
The present study compared a pre-school Turkish-English bilingual child and an age-matched monolingual Turkish and monolingual English child in terms of phonological awareness to explore whether the bilingual child had an advantage over the monolingual children. The phonological awareness of children was tested through word recognition task based on initial phoneme identification. The results in this study revealed that the bilingual child had an advantage on the monolingual peers in terms of phonological awareness.
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