Publication:
The design and creation of a bilingual phonemic awareness test for Puerto Rico

dc.contributor.advisor Dayton, Elizabeth
dc.contributor.author Ferrer-Muñoz, Aleida
dc.contributor.college College of Arts and Sciences - Arts en_US
dc.contributor.committee Woodall, Billy
dc.contributor.committee Blau, Eileen
dc.contributor.committee Morales Caro, Betsy
dc.contributor.department Department of English en_US
dc.contributor.representative Sharma, Anand D.
dc.date.accessioned 2018-09-05T21:16:27Z
dc.date.available 2018-09-05T21:16:27Z
dc.date.issued 2007-12
dc.description.abstract This thesis had three objectives. The first was to design and create a bilingual phonemic awareness test (BPAT) for Puerto Rico, where Spanish is a first language and English is a second language, learned primarily through the schools, for the vast majority of speakers. The BPAT includes five of the eight phonemic awareness skills recommended by The Reading First Program through the No Child Left Behind Act: phoneme isolation, phoneme identity, phoneme categorization, phoneme blending, and phoneme segmentation. It uses photographs and was designed taking cultural and linguistic appropriateness into consideration. The second and third objectives were to establish validity and reliability of the BPAT. The BPAT was administered to 45 typical learning students in Kindergarten, first, and second grades in three public schools in western Puerto Rico. Statistical analyses, including analysis of variance, regression analysis, and correlation analysis, were used to establish concurrent criterion related validity and internal reliability.
dc.description.abstract Esta tesis tuvo tres objetivos. El primero fue diseñar y crear una prueba bilingüe de conciencia fonémica (BPAT) para Puerto Rico, donde el primer idioma de la gran mayoría de los parlantes es el español; y el inglés se aprende en la escuela como segundo idioma. La BPAT incluye cinco de las ocho destrezas de conciencia fonémica recomendadas por “The Reading First Program” a través de la ley “No Child Left Behind”: identidad fonémica, categorización fonémica, combinación fonémica, y segmentación fonémica. Usa fotografías y está diseñada tomando en consideración su pertinencia cultural y lingüística. Los otros objetivos fueron establecer la validez y la confiabilidad de la BPAT. Se administró la BPAT a 45 estudiantes de aprendizaje típico de Kindergarten, primero, y segundo grado de escuelas públicas del oeste de Puerto Rico. Varios análisis estadísticos, incluyendo análisis de varianza, regresión, y correlación, fueron usados para establecer validez concurrente y confiabilidad interna.
dc.description.graduationSemester Fall en_US
dc.description.graduationYear 2007 en_US
dc.identifier.uri https://hdl.handle.net/20.500.11801/819
dc.language.iso en en_US
dc.rights.holder (c) 2007 Aleida Ferrer Muñoz en_US
dc.rights.license All rights reserved en_US
dc.subject Reading development en_US
dc.subject Speech pathology en_US
dc.subject Language awareness en_US
dc.subject Phonemic awareness en_US
dc.subject Spanish language-consonants en_US
dc.subject.lcsh Language and languages -- Ability test en_US
dc.subject.lcsh Language and languages -- Examination en_US
dc.subject.lcsh English language -- Study and teaching -- Puerto Rico en_US
dc.subject.lcsh English language -- Phonemics en_US
dc.subject.lcsh Bilingualism -- Puerto Rico en_US
dc.subject.lcsh Spanish language -- Phonemics en_US
dc.title The design and creation of a bilingual phonemic awareness test for Puerto Rico en_US
dc.type Thesis en_US
dspace.entity.type Publication
thesis.degree.discipline English Education en_US
thesis.degree.level M.A.E.E. en_US
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