English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children

Autor/inn/en	Mesa, Carol; Yeomans-Maldonado, Gloria
Titel	English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children
Quelle	(2020), (51 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Yeomans-Maldonado, Gloria) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Students; Grade 3; Reading Comprehension; Spanish; Predictor Variables; Kindergarten; Grade 1; Grade 2; English (Second Language); Oral Language; Language Skills; Reading Skills; Longitudinal Studies; Arizona (Phoenix); Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Test of Word Reading Efficiency; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Spanisch; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Purpose: The purpose of this study was to examine the kindergarten, 1st, and 2nd-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in 3rd grade. Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to 3rd grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, 1st, 2nd, and 3rd grade. Results: Analysis under the Structural Equation Modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in 3rd grade. Further, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion: This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. [This paper was prepared by a Task Force of the Language and Reading Research Consortium (LARRC) consisting of M. Adelaida Restrepo (Convener), Kate Cain, Carol Mesa, and Gloria Yeomans-Maldonado. This paper was accepted for publication in "Journal of Speech, Language, and Hearing Research."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01