Development of a cognate awareness measure for Spanish-speaking English language learners

Valerie A. Malabonga · DORRY MANN KENYON · María S. Carlo · Diane L. August · Mohammed Louguit

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is sensitive to English—Spanish cognate awareness among elementary school-age Spanish-speaking ELLs. Cognates were highly correlated with the children's Spanish WLPB-R Picture Vocabulary scores, whereas noncognates were highly correlated to children's English WLPB-R Picture Vocabulary scores.

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References

1998Preventing Reading Difficulties in Young Children 1979Linguistic Interdependence and the Educational Development of Bilingual Children 2006Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.1998Measuring Second Language Performance 2017Developing Literacy in Second-Language Learners 1998Improving Schooling for Language-Minority Children: A Research Agenda 2005The Critical Role of Vocabulary Development for English Language Learners 2001Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.

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