Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

Wagley, Neelima; Marks, Rebecca A.; Bedore, Lisa M.; Kovelman, Ioulia

doi:10.1111/cdev.13748

Cited by 11 publications

(3 citation statements)

References 106 publications

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“…Table 2 displays all children’s task performance on the behavioral tasks by language. Note that the current sample included early exposed, simultaneous dual-language learners with relatively balanced bilingual proficiency, and it is typical for these children to show positive associations between skills of their two languages ( Chung et al, 2019 ; Wagley et al, 2022 ).…”

Section: Methodsmentioning

confidence: 99%

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children

Sun

Marks

Eggleston

et al. 2023

Neurobiology of Language

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Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children’s neural organization for language and brain development. To uncover sources of such heterogeneity in children’s neural language networks, the present study examined the effects of bilingual proficiency on children’s neural organization for language function. To do so, we took an innovative person-specific analytical approach to investigate young Chinese-English and Spanish-English bilingual learners of structurally distinct languages. Bilingual and English monolingual children (N = 152, M(SD)age = 7.71(1.32)) completed an English word recognition task during functional Near-Infrared Spectroscopy (fNIRS) neuroimaging, along with language and literacy tasks in each of their languages. Two key findings emerged: first, bilinguals’ heritage language proficiency (Chinese or Spanish) made a unique contribution to children’s language network density. Second, the findings reveal common and unique patterns in children’s patterns of task-related functional connectivity. Common across all participants were short-distance neural connections within left hemisphere regions associated with semantic processes (within middle temporal and frontal regions). Unique to more proficient language users were additional long-distance connections between frontal, temporal, and bilateral regions within the broader language network. The study informs neurodevelopmental theories of language by revealing the effects of heterogeneity in language proficiency and experiences on the structure and quality of emerging language neural networks in linguistically diverse learners.

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Section: Methodsmentioning

confidence: 99%

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children

Sun

Marks

Eggleston

et al. 2023

Neurobiology of Language

Self Cite

View full text Add to dashboard Cite

show abstract

“…The control class did not use the thinking map teaching. In the teaching process of the reading class, the teacher explained the content mainly and students did not design the thinking map of the reading way of teaching [5][6].…”

Section: Selection Of Research Methodsmentioning

confidence: 99%

Application of Partial Differential Equation Models in English Reading Corpus

Wang

2023

Applied Mathematics and Nonlinear Sciences

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In order to understand the application of partial differential equation models, a study in English reading corpus is proposed. In this study, a quasi-experimental research method was used to select two classes of students in a school as the subjects. The two classes were taught by the same English teacher, and the two classes were comparable in terms of their basic English learning (including reading ability). The total number of English lessons per semester in the two classes was 96, including 32 reading lessons. Students were guided to apply corpus-assisted reading in the reading classes of the experimental class, while the traditional reading teaching method was used in the control class. The corpus-assisted reading method was used in the experimental class for 16 lessons. During the experiment, students’ performances in applying the corpus-assisted reading were observed, their thinking maps in class and after class assignments were collected and analyzed, and their reading scores in the midterm and final exams were used as indicators of the effectiveness of the corpus to compare and analyze the experimental and control classes. It was from the study results found that teachers were able to apply the corpus to assist reading instruction in the English reading process, and students’ application of the corpus in the reading process enhanced their participation and interest in reading lessons. The application of the corpus improved students’ higher-order reading reasoning skills, and students learned to think actively and holistically through corpus mapping.

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“…For Spanish–English bilingual children, higher English oral language skills are associated with better English reading outcomes (e.g., Proctor et al, 2017; Wagley et al, 2022). Moreover, kindergarten English oral language is an important predictor of later English reading outcomes through upper elementary grades (e.g., Kieffer, 2012; Language and Reading Research Consortium [LARRC] et al, 2021) and even middle school (e.g., Reese et al, 2000).…”

Section: Unpacking English Reading Trajectoriesmentioning

confidence: 99%

Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals: A latent class growth analysis.

Shen,

Goodrich

2024

Journal of Educational Psychology

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Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency) influence English reading development. Latent class growth analysis revealed five distinct growth trajectories of English reading scores across elementary grades. Results showed a fanspread effect, indicating that children with higher mean reading scores in kindergarten also had faster growth in English reading from kindergarten to Grade 5. Results also showed that children with high early Spanish reading were more likely to be a member of the classes with the highest initial English reading scores and fastest growth rates. However, kindergarten English oral proficiency was not related to trajectories of English reading. Our findings highlight that early Spanish reading skill is an important factor in identifying EB children who may be at risk for reading difficulties later in elementary school. Educational Impact and Implications StatementThis study examines differences in English reading growth trajectories among a nationally representative sample of Spanish-English emergent bilinguals (EBs), including examination of how early Spanish reading and English oral proficiency influence English reading development. Results highlight early Spanish reading skills at kindergarten entry as a key factor related to English reading development among EB children. Efforts to screen EBs for reading difficulties should evaluate foundational reading skills in both the home language and English.

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Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

Cited by 11 publications

References 106 publications

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children

Application of Partial Differential Equation Models in English Reading Corpus

Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals: A latent class growth analysis.

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