ERIC Number: EJ1260327
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence
Child Development, v91 n4 p1150-1165 Jul-Aug 2020
This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the stronger Spanish reading group, students with lower English oral proficiency initially began behind their counterparts but caught up with and surpassed them later. Within the weaker Spanish reading group, the difference between lower and higher English oral proficiency groups increased over time. Findings suggest that initially well-developed Spanish reading competence plays a greater role in English reading development than English oral proficiency.
Descriptors: Spanish Speaking, Bilingual Students, Language Proficiency, Kindergarten, Grade 4, Children, Reading Skills, Oral Language, Correlation, English
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A