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dc.contributor.advisorDayton, Elizabeth
dc.contributor.authorFerrer Muñoz, Aleida
dc.date.accessioned2018-09-05T21:16:27Z
dc.date.available2018-09-05T21:16:27Z
dc.date.issued2007-12
dc.identifier.urihttps://hdl.handle.net/20.500.11801/819
dc.description.abstractThis 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.abstractEsta 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.language.isoenen_US
dc.subjectReading developmenten_US
dc.subjectSpeech pathologyen_US
dc.subjectLanguage awarenessen_US
dc.subjectPhonemic awarenessen_US
dc.subjectSpanish language-consonantsen_US
dc.subject.lcshLanguage and languages -- Ability testen_US
dc.subject.lcshLanguage and languages -- Examinationen_US
dc.subject.lcshEnglish language -- Study and teaching -- Puerto Ricoen_US
dc.subject.lcshEnglish language -- Phonemicsen_US
dc.subject.lcshBilingualism -- Puerto Ricoen_US
dc.subject.lcshSpanish language -- Phonemicsen_US
dc.titleThe design and creation of a bilingual phonemic awareness test for Puerto Ricoen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2007 Aleida Ferrer Muñozen_US
dc.contributor.committeeWoodall, Billy
dc.contributor.committeeBlau, Eileen
dc.contributor.committeeMorales Caro, Betsy
dc.contributor.representativeSharma, Anand D.
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.type.thesisThesisen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterFallen_US
dc.description.graduationYear2007en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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