The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K–2nd) Longitudinal Study

Kelley, Michael F.; Roe, Mary F.; Blanchard, Jay; Atwill, Kim

doi:10.1080/02568543.2014.973127

Cited by 12 publications

(10 citation statements)

References 38 publications

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“…Of note, most students had received formal Spanish literacy instruction. Likewise, Kelley, Roe, Blanchard, and Atwill (2015) found that kindergarten receptive Spanish vocabulary predicted second-grade English reading comprehension. In this study, children were provided with English-only instruction, but resided in a US-Mexico border community in which Spanish was the dominant language.…”

Section: Vocabulary Cross-linguistic Associationsmentioning

confidence: 95%

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

Hwang

Mancilla-Martinez

McClain

et al. 2019

Applied Psycholinguistics

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Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

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Section: Vocabulary Cross-linguistic Associationsmentioning

confidence: 95%

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

Hwang

Mancilla-Martinez

McClain

et al. 2019

Applied Psycholinguistics

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“…Equally reflected in the sample was the emphasis on multilingualism as related to phonemic awareness development. While the corpus of studies reviewed was bound by those published in English, three studies of non-English languages were conducted internationally, describing the role of phonemic awareness in monolinguals across languages, including Japanese (Sato et al., 2012), Spanish (Kelley et al., 2015), and Greek (Papadopoulos et al., 2012). A few of these descriptive studies investigated the developmental sequence of different phonemic awareness skills, including the “dimensionality and continuum” of phonemic awareness in Spanish (Anthony et al., 2011).…”

Section: Resultsmentioning

confidence: 99%

“…This idea was studied both comparatively in terms of foreign language learning (e.g. Atwill et al, 2007) and by researchers in the United States studying ELs (Kelley et al, 2015). The U.S. National Literacy Panel on Language Minority Children and Youth (August et al, 2009) had examined a small number of such studies but an increasing number were found in the work of the period covered in this review.…”

Section: Four Patternsmentioning

confidence: 99%

Early literacy research, 2006–2015: A decade of measured progress

Teale

Whittingham

Hoffman

2018

Journal of Early Childhood Literacy

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This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

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“…Native language proficiency predicts the rate of second-language acquisition and knowledge transfer from one language to another (Cummins, 2000). Spanish-speaking youth who enter school with lower levels of receptive vocabulary and phonemic awareness may be at particular risk of reading underachievement (Kelley, Roe, Blanchard, & Atwill, 2015). Accordingly, bilingual education (i.e., dual-language programs), which develops students’ skills in their native language while they learn English, is superior to English-only programs (e.g., English immersion, English as a second language) in promoting reading and language outcomes for ELs (Rolstad, Mahoney, & Glass, 2008; Slavin & Cheung, 2005).…”

Section: Teacher Knowledge and School Factorsmentioning

confidence: 99%

Reading Difficulties in Young Children

Clemens

Ragan

Widales-Benitez

2016

Policy Insights from the Behavioral and Brain Sciences

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Despite decades of research on reading development and instructional practices that promote reading proficiency, millions of children in the United States still fail to acquire adequate reading skills. This article discusses factors that influence children’s difficulties in reading acquisition, but which have received less attention, relative to basic early literacy skills. Specifically, vocabulary knowledge, behavioral regulation, teacher knowledge and school factors, and individualized instruction predict whether children develop proficient reading skills. Particularly, they explain the reading difficulties of demographic groups that have historically experienced the lowest reading achievement: children living in poverty and English learners. The article offers recommendations and implications for policy.

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The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K–2nd) Longitudinal Study

Cited by 12 publications

References 38 publications

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

Early literacy research, 2006–2015: A decade of measured progress

Reading Difficulties in Young Children

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