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  • LARRCMesaYeomans-Maldonado_JSLHR

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English and Spanish predictors of grade 3 reading comprehension in bilingual children

Research output: Contribution to journalJournal articlepeer-review

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  • Language and Reading Research Consortium (LARRC)
  • Carol Mesa
  • Gloria Yeomans-Maldonado
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<mark>Journal publication date</mark>17/03/2021
<mark>Journal</mark>Journal of Speech, Language, and Hearing Research
Issue number3
Volume64
Number of pages20
Pages (from-to)889-908
Publication StatusPublished
<mark>Original language</mark>English

Abstract

Purpose: The purpose of this study was to examine the kindergarten, 1st, and 2nd-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in 3rd grade.
Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to 3rd grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, 1st, 2nd, and 3rd grade.
Results: Analysis under the Structural Equation Modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in 3rd grade. Further, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension.
Discussion: This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications.

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Copyright © 2021 American Speech-Language-Hearing Association