Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading

Abstract

Research has shown that language and literacy skills in a first language (L1) are related to performance in a second language (L2) and that these relations are reciprocal. However, cross‐linguistic skills related to word reading are influenced by numerous factors. These include linguistic factors such as the specific language and literacy skills being examined and the languages being compared. They also include societal/contextual factors, such as the linguistic and educational contexts where learners reside. Specifically, contextual factors include the use of the L1 and L2 in the curriculum (e.g., immersion, dual language, heritage language, available supports), teaching methods, and whether the L1 and L2 are societal languages. Research based on the science of reading for bilinguals has shown that phonological awareness is highly related across languages, whereas other language skills have shown differential levels of relations to reading. Word‐reading skills are also related, but these relations are more complex and are due to linguistic factors such as script and linguistic typology and societal/contextual factors, such as instruction and exposure to each language, which are consistent with various theories. Consideration of a wider range of L1s and L2s and specific contextual/societal factors should be included more systematically. Additionally, learner experiences and specific L1 and L2 variables should be considered in educational decisions.

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

“…Another clear direction for future research is to include multiple languages, as well as individuals who speak multiple languages, to assess similarities and differences of RAN as a predictor reading ability (Gottardo et al, 2021). In the past, other authors had suggested that RAN is a better predictor in more transparent languages (see Georgiou et al, 2008).…”

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

“…In summary, learning to read in Spanish is not the same as learning to read in English, and understanding how children in Spanish-speaking countries develop their reading skills is important to ensure their mastery of early reading components to allow them then to devote their mental processes to understanding what they read. We hypothesize that there are possible differences in how and when the essential components of reading predict reading comprehension in Spanish compared to English (see also Florit & Cain, 2011;Gottardo et al, 2021;Seymour et al, 2003).…”

Language‐specific phonological skills and the relationship with reading accuracy in Sylheti‐English sequential bilinguals

“…The predictive relationship between early reading skills such as phonological awareness (the ability to manipulate sound sequences e.g., say cat without the /k/ sound ) and reading accuracy is well‐established for monolingual children (e.g., Hulme & Snowling, 2013), and the growing body of research on bilingual children shows similar predictive patterns for bilingual populations (see e.g. Gottardo et al, 2021 for a recent review). Bilingual early reading research, however, is yet to fully capture the intricate characteristics of different types of bilinguals, especially for children who grow up in dense diaspora communities.…”