1 2 3 Super Empowered ! Is a Rich Language Infusion Approach to Education
Our Research!
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Other important factors to consider:
• Age - Younger children may forget things at a faster rate compared to older children.
• Individual differences - Learning styles and motivation vary between children, impacting how well they retain information.
• Learning Environment - A supportive and engaging classroom environment can significantly influence knowledge retention.
Key Research:
Implication:
Spanish-speaking children learning English can benefit from strong phonemic awareness in Spanish, which supports English reading development.
1. System-Wide Cross-Language Generalization
Combiths P, Escobedo A, Barlow JA, Pruitt-Lord S. Complexity and cross-linguistic transfer in intervention for Spanish-English bilingual children with speech sound disorder. J Monolingual Biling Speech. 2022;4(3):234-270. doi: 10.1558/jmbs.23445. Epub 2023 Feb 20. PMID: 37035425; PMCID: PMC10081515.
A pilot study with two bilingual children with phonological disorders focused on teaching Spanish consonant clusters. After a six-week intervention, both kids significantly improved not only in Spanish, but also in English phonological performance, demonstrating cross-language phonological transfer.
arxiv.org+15pubmed.ncbi.nlm.nih.gov+15pubs.asha.org+15.
2. Early Phonemic Awareness in Kindergarteners
Brice, R. G., & Brice, A. E. (2008). Investigation of Phonemic Awareness and Phonic Skills in Spanish-English Bilingual and English-Speaking Kindergarten Students. Communication Disorders Quarterly, 30(4), 208-225.
This study showed that compared monolingual and bilingual kindergarteners and found bilingual children showed specific differences in distinguishing voiced vs. voiceless contrasts, indicating early phonemic blending profiles differ by language background.
3. Preschool Emergent Literacy Interventions
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida
This study showed that teaching phonological awareness and alphabet knowledge in Spanish preschoolers—with explicit English transfer instruction, yielded gains in both languages
journals.sagepub.com+15digitalcommons.usf.edu+15link.springer.com+15.
4. Early Intervention in English Language Learners
Gonzales, W., & Tejero Hughes, M. (2018). Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages. Education Sciences, 8(4), 175.
An MDPI study (“Libros en Mano”) reported preschoolers who received Spanish-based PA intervention increased skills in both Spanish and English, especially syllable segmentation and letter-sound knowledge.
mdpi.com+2mdpi.com+2digitalcommons.usf.edu+2.
5. Typical Phonological Development Patterns
Montanari S, Mayr R, Subrahmanyam K. Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness. J Speech Lang Hear Res. 2018 Oct 26;61(10):2467-2486. doi: 10.1044/2018_JSLHR-S-17-0393. PMID: 30458530; PMCID: PMC10568612.
A longitudinal study on Head Start bilingual preschoolers found that segmental accuracy improved over one year in both languages. Shared phonemes saw cross-lingual gains, while language-specific consonants did not, showing the importance of shared sound exposure.
6. Rhyme Awareness & Sound Segmentation
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). Parental intrusive homework support and math achievement: Does the child’s mindset matter?Developmental psychology.
Raynolds, L. B., López-Velásquez, A., & Valentín, L. E. O. (2016a, September 30). Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners - reading and writing.
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida.
With pre-K Spanish-speaking ELs demonstrated that explicit instruction in rhyme awareness and initial sound segmentation in both English and Spanish boosts phonological blending capacity in both languages.
arxiv.org+15link.springer.com+15sciencedirect.com+15.
7. Phonological Awareness, Working Memory, and Reading
Hanson, K. L. (n.d.-a). Literacy development in Spanish-English bilingual children: The role of Phonological Awareness and working memory. Purdue e-Pubs.
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). Parental intrusive homework support and math achievement: Does the child’s mindset matter?
Raynolds, L. B., López-Velásquez, A., & Valentín, L. E. O. (2016a, September 30). Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners - reading and writing.
Soto, X. T. (n.d.). Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills. Digital Commons @ University of South Florida.
This dissertation (ages 6–7) found that phonological awareness in one language correlates with reading in the other. However, when controlling for working memory, the cross language effect moderates, highlighting memory as a key mediator in blending and transfer.
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Video and sound by: Roman Parsonese and Aaron Sokoloff
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