Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners

Longitudinal prediction of English and Spanish reading skills was examined in a sample of 249 Spanish-speaking English-language learners at 3 time points in kindergarten through Grade 1. Phonological awareness transferred from Spanish to English and was predictive of word-identification skills, as i...

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 2003-09, Vol.95 (3), p.482-494
Main Authors: Lindsey, Kim A, Manis, Franklin R, Bailey, Caroline E
Format: Article
Language:English
Subjects:
Awareness
Biological and medical sciences
Child
Child development
Cross Language Transfer
Developmental psychology
Elementary school students
English as Second Language
English Instruction
English language
Female
Foreign Language Learning
Fundamental and applied biological sciences. Psychology
Grade 1
Human
Knowledge Level
Language Proficiency
Learning
Letters (Alphabet)
Linguistics
Male
Phonology
Prediction
Predictor Variables
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Ability
Reading Achievement
Reading Comprehension
Reading Development
Spanish language
Spanish Speaking
Word Recognition
Words (Phonetic Units)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Longitudinal prediction of English and Spanish reading skills was examined in a sample of 249 Spanish-speaking English-language learners at 3 time points in kindergarten through Grade 1. Phonological awareness transferred from Spanish to English and was predictive of word-identification skills, as in previous studies. Other variables showing cross-linguistic transfer were letter and word knowledge, print concepts, and sentence memory. Expressive vocabulary tended to show language-specific relationships to later reading. Oral-language variables predicted reading comprehension more highly than word identification. Classification of good and poor readers in 1st grade was found to be comparable with studies that used monolingual readers. Results broadened the range of variables showing cross-linguistic transfer, at the level of both predictor and outcome variables.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.95.3.482