Dual-Language Books' Potential Affordances for Biliteracy Development: Measuring Oral Reading Fluency and Comprehension

Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there wer...

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Bibliographic Details
Published in:Reading psychology 2024-04, Vol.45 (3), p.290-310
Main Author: Domke, Lisa M.
Format: Article
Language:English
Subjects:
Bilingual education
Bilingual teaching materials
Bilingualism
Elementary school students
English language
Fluency
Literacy
Oral reading
Reading ability
Reading comprehension
Reading instruction
Spanish language
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Summary:Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or reading comprehension measures by the language printed first, there was some evidence of holistic bilingual processing. Students' English fluency scores were also significantly higher than their Spanish scores. Findings indicate needs for more research about DLBs and potentially for increased attention to Spanish literacy skills in U.S. dual-language programs.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702711.2023.2284159