Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.

Abstract

First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one Spanish-speaking English learners (ELs) were tested in 1st grade and many were followed into 2nd grade, including a full sample of 79. Structural equation modeling confirmed that a 5-factor measurement model had the best fit, suggesting that L1 and L2 phonological awareness should be viewed as separate but related constructs and that L1 and L2 oral language proficiency, measured by vocabulary and grammatical awareness, were separate constructs. The structural model indicated that for this group of ELs, who were educated in English, English oral language proficiency and word reading were the strongest predictors of English reading comprehension. Other models that deleted 1 of these crucial components resulted in significantly poorer fit. Therefore, the results support the validity of the simple view of reading as a model for the development of reading comprehension in young ELs. Implications for theory and practice, specifically assessment of ELs, are discussed.

Maternal Depressive Symptomatology, Social Support, and Language Development of Bilingual Preschoolers From Low-Income Households

“…Currently, the study of Spanish and English as two systems is commonly accepted in developmental research on young Latino populations (e.g., Bohman, Bedore, Peña, Mendez-Perez, & Gillam, 2010;Hammer et al, 2012;Páez, Tabors, & López, 2007;Parra, Hoff, & Core, 2011;Uccelli & Páez, 2007). This perspective does not ignore research findings on the interactions between languages or on the interdependence of several language abilities (e.g., Gottardo & Mueller, 2009;Uccelli & Páez, 2007) when considering the fact that Spanish-English bilingual children can be highly variable in their degrees of proficiency and skills in each of their languages (Bedore et al, 2012). Other researchers have focused on the study of combined language functioning, considering the conceptual sum of language skills across English and Spanish (e.g., Marchman & Martínez-Sussmann, 2002;Pearson, Fernández, & Oller, 1993).…”

Vocabulary profiles and reading comprehension in young bilingual children

“…Manis, Lindsay, and Bailey (2004) found that L1 (Spanish) vocabulary in kindergarten significantly predicted L2 English reading comprehension two years later when children were in grade 2, after controlling for print knowledge, phonological awareness, naming speed, and expressive language also measured in kindergarten. In contrast, some studies involving young ELLs whose home language was Spanish but who were educated solely in English have shown that L1 (Spanish) vocabulary did not contribute to English reading comprehension (Gottardo & Mueller, 2009;Lesaux & Siegel, 2003). These studies suggest that individual differences in L1 vocabulary -at least when the L1 is Spanishare more aligned with L2 reading comprehension when children are exposed to systematic instruction in the L1 and L2, but not when the sample involves ELLs with different L1s (that may or may not be topologically similar), and/or when formal schooling and instruction take place only in the L2.…”

“…The Simple View of Reading (SVR) suggests that one must be able to decode words and comprehend language to read effectively (Gough & Tunmer, 1986). Prior research examining the applicability of the SVR for ELLs found that the individual differences in decoding observed in ELLs are not enough to explain difficulties in reading comprehension (Gottardo & Mueller, 2009;Lesaux & Kieffer, 2010). As a consequence, researchers have turned to the linguistic comprehension component (i.e., syntactic knowledge, morphological skills, vocabulary knowledge, etc.)…”

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

“…Numerous research study findings indicate that linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge and meta-cognitive knowledge, all contribute to the development of reading and reading comprehension in a second language (Carlisle, Beeman, Davis, & Spharim, 1999;Cho & Tong, 2014;Gottardo & Mueller, 2009;Kahn-Horwitz, Shimron, & Sparks, 2005;Kieffer & Lesaux, 2008;Lefrançois & Armand, 2003;Lervåg & Aukrust, 2010;Nakamoto, Lindsey, & Manis, 2008;Nassaji & Geva, 1999;Nergis, 2013;Proctor, August, Carlo, & Snow, 2006;Pasquarella, Gottardo, & Grant, 2012;Protopapas, Sideridis, Mouzaki, & Simos, 2007;Van der Leij, Bekebrede, & Kotterink, 2010;Wang, Ko, & Choi, 2009). …”