ERIC Number: EJ1152112
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Early Indicators of Later English Reading Comprehension Outcomes among Children from Spanish-Speaking Homes
Mancilla-Martinez, Jeannette; Lesaux, Nonie K.
Scientific Studies of Reading, v21 n5 p428-448 2017
In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As expected, early skills, especially those in English, contributed to later RC outcomes. Most uniquely, we identified a developmental shift in the contribution of language- and word-based skills on students' RC outcomes. Specifically, word-based skills were consistently predictive of Grade 5 RC outcomes, whereas the contribution of language-based skills emerged for Grade 8 RC outcomes. Finally, we also found that the relationship between early skills and later RC outcomes varied depending on students' RC levels. These results underscore the increasingly important role that early language-based skills play for later English reading comprehension outcomes, and we discuss theoretical and practical implications of this work.
Descriptors: Spanish Speaking, Elementary School Students, Longitudinal Studies, Reading Comprehension, Low Income Students, Immigrants, Language Skills, English Language Learners, Predictor Variables, Kindergarten, Grade 1, Grade 2, Grade 5, Grade 8, Middle School Students, Language Tests, Reading Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Language Proficiency Battery; Gates MacGinitie Reading Tests
Grant or Contract Numbers: P01HD3953006