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ERIC Number: EJ1169627
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1523-5882
Linguistic Interdependence between Spanish Language and English Language and Reading: A Longitudinal Exploration from Second through Fifth Grade
Proctor, C. Patrick; Harring, Jeffrey R.; Silverman, Rebecca D.
Bilingual Research Journal, v40 n4 p372-391 2017
This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using a cohort-sequential design (Cohort 1: second-third grade; Cohort 2: third-fourth grade; Cohort 3: fourth-fifth grade), we estimated Grade 2-5 trajectories of English oral language skills and reading comprehension. We assessed whether early levels of Spanish vocabulary and syntax predicted: (a) students' fifth-grade English oral language skills and reading comprehension; and (b) students' Grade 2-5 growth in these skills. Results showed that Spanish syntax predicted all Grade 5 English oral language skills and reading comprehension. Spanish syntax was also positively related to growth in English semantic knowledge. Spanish vocabulary was not associated with any English oral language skills or reading outcomes. Theoretically, results suggest that explorations of "transfer" from Spanish to English are likely moderated by the constructs under study and the means by which they are operationalized. Instructionally, working with bilingual learners around issues related to Spanish and English syntax has implications for bilingually and metalinguistically oriented teaching approaches that may build linguistic knowledge and promote reading comprehension.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Munoz Language Survey; Gates MacGinitie Reading Tests; Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R305A090152