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

Roanne G. Brice

University of Central Florida

Alejandro E. Brice

University of South Florida, St. Petersburg

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.

Key Words: phonemic awareness • phonics • reading • bilingual • emergent reading • early childhood

This version was published on August 1, 2009

Communication Disorders Quarterly, Vol. 30, No. 4, 208-225 (2009)
DOI: 10.1177/1525740108327448
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