Investigation of Phonemic Awareness and Phonic Skills in Spanish-English Bilingual and English-Speaking Kindergarten Students

Abstract

The ability to read on grade level is a fundamental skill required for children to achieve academic success. Students who are English language learners (ELLs) and/or those who have learning disabilities often find it extremely difficult to achieve at the reading expectation level. This study examines English phonemic awareness and phonic skills in four groups of kindergarten students with and without disabilities: (a) 20 high-reading-level English monolinguals, (b) 20 low-reading-level English monolinguals, (c) 20 high-reading-level English-Spanish bilinguals, and (d) 20 low-reading-level English-Spanish bilinguals. Findings indicated differences for monolingual versus bilingual speakers in their ability to identify voiced versus voiceless contrasts. It appears from these findings that an achievement gap in reading levels between monolingual and bilingual students exists even at the kindergarten grade level.