Early Elementary Grade Dual Language Learners from Spanish-Speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills

Autor/inn/en	Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun; McClain, Janna Brown
Titel	Early Elementary Grade Dual Language Learners from Spanish-Speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.880-894 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000402
Schlagwörter	Elementary School Students; Bilingualism; English (Second Language); Second Language Learning; Spanish; Structural Equation Models; Vocabulary Development; Reading Processes; Reading Comprehension; Low Income Groups; Grade 1; Grade 2; Grade 3; Receptive Language; Family Environment; Language Usage; Expressive Language; Intelligence Tests; Verbal Ability; Native Language; Reading Difficulties; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Wortschatzarbeit; Leseprozess; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Rezeptive Kommunikationsfähigkeit; Familienmilieu; Sprachgebrauch; Intelligence test; Intelligenztest; Mündliche Leistung; Reading difficulty; Leseschwierigkeit
Abstract	This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st- and 3rd-grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually scored receptive vocabulary, in understanding DLLs' reading comprehension. We first examined whether a gap was evident between the various conceptualizations of vocabulary and English word reading. Then, using structural equation modeling, we investigated the influence of the various conceptualizations of vocabulary on English reading comprehension, accounting for English word reading skills. Finally, we examined the potential contributions of DLLs' home language environments. Results revealed that the gap between English word reading and vocabulary varied as a function of the conceptualization of vocabulary. Further, English word reading emerged as the robust contributor to children's English reading comprehension, with no significant influence of receptive vocabulary, regardless of how it was conceptualized. Finally, and contributing to a nascent area of research, attention to DLLs' home language use practices suggests that the productive language domain (i.e., children's own home language use) may represent an important contributor to English reading comprehension among DLLs from Spanish-speaking homes. We discuss theoretical and practical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01