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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? General phonological awareness and print knowledge factors were significantly and positively related to each other and to most language-specific factors. → Goodrich J. Marc 2017 q3 i? Language-specific Spanish and English factors were generally related within but not across languages. → Goodrich J. Marc 2017 (2)

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

Correlational analyses of factor scores from best-fitting models (Table 8); "The General Phonological Awareness and Print Knowledge factors were significantly and positively related to each other". The authors interpret this as consistent with a general language-learning capacity.

"The General Phonological Awareness and Print Knowledge factors were significantly and positively related to each other and to most other factors, with the exception of the specific English Print Knowledge factor."

Goodrich J. Marc 2017 (2)¶

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

Discussion of Table 8 correlations; "Specific English and Spanish early literacy abilities were generally related to each other within but not across languages". An unexpected exception was English-specific print knowledge, not consistently related to other factors.

"Specific English and Spanish early literacy abilities were generally related to each other within but not across languages (e.g., specific Spanish phonological awareness was related to Spanish expressive vocabulary but not English expressive vocabulary)."

Discussion¶

Related Claims¶

• Spanish-speaking language-minority preschoolers show a common underlying proficiency for phonological awareness, with bifactor models fitting better than correlated-factors models — related
• A common underlying proficiency exists for print knowledge, and it accounted for more variance than for phonological awareness, contrary to the authors' hypothesis — a narrower finding that bears on this claim
• 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