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ERIC Number: EJ975308
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0193-3973
Early Oral Language and Later Reading Development in Spanish-Speaking English Language Learners: Evidence from a Nine-Year Longitudinal Study
Kieffer, Michael J.
Journal of Applied Developmental Psychology, v33 n3 p146-157 May-Jun 2012
Using nationally-representative, longitudinal data on a cohort of Spanish-speaking English language learners in the U.S., this study investigated the extent to which early oral language proficiency in Spanish and English predicts later levels and rates of growth in English reading. Latent growth models indicated that both Spanish and English proficiency in kindergarten predicted levels of English reading in third through eighth grade, but that only English proficiency was uniquely predictive. English productive vocabulary was found to be a better predictor of later English reading than more complex measures, i.e., listening comprehension and story retell, contrary to findings for native English speakers. Oral language did not predict later growth rates. Findings suggest the need for educational efforts to develop oral language during early childhood for this underserved population. Findings further suggest that such early efforts may be necessary, but insufficient to accelerate ELLs' reading trajectories as they move into adolescence. (Contains 3 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States