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The role of central auditory processing in the development of literacy in elementary school-aged second-language learners.
by:Sally A Fleming
With rapid growth projected in multicultural demographics, educators have an increased need to provide supportive services to students learning English as a second language. Of particular concern is literacy, as students with limited English proficiency (LEP) have a significantly higher incidence of reading disorders than their majority-language peers...
With rapid growth projected in multicultural demographics, educators have an increased need to provide supportive services to students learning English as a second language. Of particular concern is literacy, as students with limited English proficiency (LEP) have a significantly higher incidence of reading disorders than their majority-language peers resulting in decreased socioeconomic status throughout their lifespan. This study investigated the relationship of auditory closure and auditory figure-ground with phonological awareness in second-language learners. Performances of native Spanish-speaking elementary school-aged children on standardized measures of auditory closure, auditory figure-ground and phonological awareness were analyzed statistically. Results revealed both a correlational and a predictive relationship between auditory closure and phonological awareness skills in LEP students. Additionally, results also revealed an absence of a significant correlation or predictive relationship between auditory figure-ground and phonological awareness in native Spanish-speaking children learning to read. These findings offer valuable implications applicable to the development of reading remediation interventions for this population of students.
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