Spanish-speaking language-minority preschoolers show a common underlying proficiency for phonological awareness, with bifactor models fitting better than correlated-factors models¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bifactor models of blending and elision items fit significantly better than two-factor models, indicating variance in phonological awareness shared across Spanish and English. → Goodrich J. Marc 2017

Evidence¶

Goodrich J. Marc 2017¶

Goodrich J. Marc, Lonigan Christopher J. (2017). Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model. Journal of Educational Psychology. https://doi.org/10.1037/edu0000179

q3 · i? · associational · r2

Confirmatory factor analysis of item-level data from 858 Spanish-speaking language-minority preschoolers. For blending, "The bifactor model provided significantly better fit to the data than did the two-factor model" (Table 2 fit statistics; bifactor diff test 772.32***).

"The bifactor model provided significantly better fit to the data than did the two-factor model. Detailed results of the bifactor model are reported in Table 3."

Discussion¶

Related Claims¶

• A common underlying proficiency exists for print knowledge, and it accounted for more variance than for phonological awareness, contrary to the authors' hypothesis — related
• Spanish phonological awareness items loaded more strongly on the general factor than English items, while English print knowledge items loaded more strongly than Spanish items — related
• No common underlying proficiency emerges for oral language: bifactor models of expressive and definitional vocabulary did not converge — related
• Language-independent phonological awareness and print knowledge factors relate to each other and to language-specific early literacy factors, suggesting a general language-learning capacity — related
• Higher order cognitive skills (inference, perspective taking, comprehension monitoring) fit a bifactor structure with a general cross-language factor and language-specific factors in English and Spanish — related