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

Mesa, Carol; Yeomans-Maldonado, Gloria

doi:10.1044/2020_jslhr-20-00379

Cited by 11 publications

(8 citation statements)

References 59 publications

(87 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Twenty studies (87%) included one measure of listening comprehension, while two studies included two measures, and one study (Mesa & Yeomans-Maldonado, 2021) included three measures of listening comprehension (Clinical Evaluation of Language Fundamentals (CELF) fourth edition, Qualitative Reading Inventory fifth edition, and Inferencing skills). Six studies used different editions of the CELF: Third US edition ( k = 2), fourth UK edition ( k = 2), and fourth US edition ( k = 2).…”

Section: Resultsmentioning

confidence: 99%

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Basma

Bertone

et al. 2023

Canadian Journal of School Psychology

View full text Add to dashboard Cite

Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.

show abstract

Section: Resultsmentioning

confidence: 99%

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Basma

Bertone

et al. 2023

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“…For Spanish–English bilingual children, higher English oral language skills are associated with better English reading outcomes (e.g., Proctor et al, 2017; Wagley et al, 2022). Moreover, kindergarten English oral language is an important predictor of later English reading outcomes through upper elementary grades (e.g., Kieffer, 2012; Language and Reading Research Consortium [LARRC] et al, 2021) and even middle school (e.g., Reese et al, 2000). One study specifically focused on the relation between English vocabulary knowledge and English reading across quantiles of reading achievement in Spanish–English bilingual kindergarten and Grade 1 students (Goodrich et al, 2023).…”

Section: Unpacking English Reading Trajectoriesmentioning

confidence: 99%

Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals: A latent class growth analysis.

Shen,

Goodrich

2024

Journal of Educational Psychology

View full text Add to dashboard Cite

Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency) influence English reading development. Latent class growth analysis revealed five distinct growth trajectories of English reading scores across elementary grades. Results showed a fanspread effect, indicating that children with higher mean reading scores in kindergarten also had faster growth in English reading from kindergarten to Grade 5. Results also showed that children with high early Spanish reading were more likely to be a member of the classes with the highest initial English reading scores and fastest growth rates. However, kindergarten English oral proficiency was not related to trajectories of English reading. Our findings highlight that early Spanish reading skill is an important factor in identifying EB children who may be at risk for reading difficulties later in elementary school. Educational Impact and Implications StatementThis study examines differences in English reading growth trajectories among a nationally representative sample of Spanish-English emergent bilinguals (EBs), including examination of how early Spanish reading and English oral proficiency influence English reading development. Results highlight early Spanish reading skills at kindergarten entry as a key factor related to English reading development among EB children. Efforts to screen EBs for reading difficulties should evaluate foundational reading skills in both the home language and English.

show abstract

“…Studies specifically investigating Spanish–English bilingual children’s oral language skills indicate that vocabulary knowledge, grammar, and higher-level language skills (particularly in Spanish) are separable as early as preschool or kindergarten (LARRC, 2015b ; LARRC & Chiu, 2018 ). Additional evidence from LARRC indicates that preschool Spanish oral language contributes directly to English reading achievement (after controlling for English oral language and alphabet knowledge; LARRC et al, 2019 ; LARRC et al, 2021 ). Consequently, it is important to assess skills beyond vocabulary knowledge and consider bilingual children’s oral language skills in both of their languages when assessing oral language ability to predict reading achievement.…”

Section: Assessing Oral Language Among Bilingual Childrenmentioning

confidence: 99%

Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis

2022

View full text Add to dashboard Cite

Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children. Research on dual language development indicates that bilingual children’s oral language abilities are often distributed across languages in varied ways, due to heterogeneity of dual language exposure and input. Consequently, there may be greater variability in the associations between oral language proficiency and reading achievement among bilingual children than there is for monolingual children. This study evaluated how vocabulary knowledge and morphosyntactic ability in Spanish and English were associated with English reading achievement among 117 bilingual kindergarten and first grade children in the USA using both OLS and quantile regression. Results indicated that although English vocabulary and morphosyntax were both significantly associated with reading achievement, English vocabulary knowledge was most strongly associated with reading at higher quantiles of reading achievement. Cross-language analyses indicated that both Spanish vocabulary and morphosyntax made significant contributions to predicting English reading achievement beyond the effects of English oral language. Spanish vocabulary was uniquely predictive of reading at high and low quantiles of English reading, whereas relations between Spanish morphosyntax and English reading did not differ across quantiles. These results were consistent with predictions derived from theoretical models such as the simple view of reading and suggest that Spanish vocabulary knowledge may provide more unique information about children’s underlying capacity for acquiring language and literacy skill than does morphosyntax.

show abstract

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

Cited by 11 publications

References 59 publications

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals: A latent class growth analysis.

Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis

Contact Info

Product

Resources

About