In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to children who receive literacy instruction in Spanish. The authors also discuss how phonological awareness development may differ between monolingual children learning Spanish and monolingual children learning English, and the implications of these differences for choosing appropriate phonological awareness tasks for Spanish speakers.
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