ABSTRACT Using a psycholinguistic and a holistic bilingual perspective, this study examined the writing conceptualization progressions in Spanish and English of 16 simultaneous bilinguals from preschool through kindergarten. The children were enrolled in a bilingual early childhood program where literacy instruction was primarily in Spanish. We adapted a clinical method used in previous studies to examine the evolution of their biliterate writing, paying particular attention to whether children pass through a syllabic period as they begin to establish sound-letter relationships. Findings indicate that children’s writing in Spanish and English developed in parallel without one language lagging too far behind the other, despite not receiving formal literacy instruction in English. The simultaneous bilingual children in our sample did not seem to begin establishing sound-symbol correspondence through the construction of the syllabic hypothesis. Instead, some children demonstrated their emergent understanding of sound-letter relationships by representing the first sound of a word. The majority of the children, however, seemed to have discovered the relationship between sounds and letters by attending to both syllables and sounds within a word. Both the essence of being simultaneous bilingual and the literacy instructional methods teachers used may have prevented children from constructing the syllabic hypothesis.

中文翻译：

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同声双语儿童早期两文写作发展中的新兴音信对应

摘要本研究使用心理语言学和整体双语的观点，研究了从学龄前到幼儿园的16名同时双语的西班牙语和英语的写作概念化进程。这些孩子参加了双语的幼儿计划，其中的扫盲教学主要是西班牙语。我们采用了以前研究中使用的临床方法来检查他们的两文写作的演变，并特别注意儿童在开始建立音字母关系时是否经历了音节时期。研究结果表明，尽管没有接受英语的正式扫盲指导，但儿童和儿童的英语和英语写作是并行发展的，而其中一种语言的学习成绩却落后于另一种语言。通过样本音节假说的构建，我们样本中的同时双语儿童似乎并没有开始建立声音符号对应。取而代之的是，一些孩子通过代表单词的第一个声音来表现出对音字母关系的新兴理解。然而，大多数孩子似乎都通过注意单词中的音节和声音来发现声音和字母之间的关系。同时双语的本质和教师所使用的识字教学方法都可能阻止儿童建构音节假说。一些孩子通过代表单词的第一个声音来展示他们对音字母关系的新兴理解。然而，大多数孩子似乎都通过注意单词中的音节和声音来发现声音和字母之间的关系。同时双语的本质和教师所使用的识字教学方法都可能阻止儿童建构音节假说。一些孩子通过代表单词的第一个声音来展示他们对音字母关系的新兴理解。然而，大多数孩子似乎都通过注意单词中的音节和声音来发现声音和字母之间的关系。同时双语的本质和教师所使用的识字教学方法都可能阻止儿童建构音节假说。