Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

Abstract

This study examines the bidirectional, cross-linguistic associations between language and word-level reading skills and reading comprehension for 51 students in grades 4 to 6 who speak Spanish as first language (L1) and English as second language (L2). Within-language predictors of reading comprehension were consistent with the simple view of reading. We found unidirectional cross-linguistic associations between Spanish word reading and English reading comprehension. However, the results do not support a cross-linguistic association between English word reading and Spanish reading comprehension. Specifically, results indicate that although L1 and L2 language and reading constructs correlate, L2 skills do not strongly contribute to L1 reading comprehension. Findings are discussed in terms of possible factors that might influence potential cross-language relations among Spanish and English measures.

Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades

“…Further, when semantic transfer is relatively easy from one’s L1 to the L2 (e.g., from Spanish to French), there may be less L2 reading anxiety. Data on students’ oral language and reading skills in their L1 should also be incorporated, as there may be transfer effects from skills in the L1 to reading in the L2 (Gottardo, Javier, Farnia, Mak, & Geva, 2014) that have implications for whether students develop reading anxiety.…”