Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills.

Abstract

This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st-and 3rd-grade (N ϭ 73) dual language learners (DLLs) from Spanish-speaking, lowincome homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually scored receptive vocabulary, in understanding DLLs' reading comprehension. We first examined whether a gap was evident between the various conceptualizations of vocabulary and English word reading. Then, using structural equation modeling, we investigated the influence of the various conceptualizations of vocabulary on English reading comprehension, accounting for English word reading skills. Finally, we examined the potential contributions of DLLs' home language environments. Results revealed that the gap between English word reading and vocabulary varied as a function of the conceptualization of vocabulary. Further, English word reading emerged as the robust contributor to children's English reading comprehension, with no significant influence of receptive vocabulary, regardless of how it was conceptualized. Finally, and contributing to a nascent area of research, attention to DLLs' home language use practices suggests that the productive language domain (i.e., children's own home language use) may represent an important contributor to English reading comprehension among DLLs from Spanish-speaking homes. We discuss theoretical and practical implications. Educational Impact and Implications StatementGiven the importance of reading comprehension for overall academic success and the demographic shifts across classrooms in the United States more generally and in the Southern region of the United States more specifically, there is an increasing need to understand the factors that contribute to English reading comprehension outcomes among school-aged dual language learners' (DLLs) from Spanish-speaking homes. This study explored how word reading, receptive vocabulary, and home language use patterns contribute to English reading comprehension among DLLs from Spanishspeaking, low-income homes in an urban school district in the Southern United States. Results confirmed the robust role of word reading as a predictor of English reading comprehension, but, unlike previous work, also revealed that DLLs' word reading skills require further support and development. While vocabulary was not a robust predictor, assessments that measured knowledge of concepts as they were distributed across both Spanish and English were found to be more effective at demonstrating the rich linguistic knowledge DLLs possess. In fact, the previously noted gap between generally adequate word reading and low vocabulary among DLLs varied significantly depending on the vocabulary measure used. Finally, findings suggest that the language students...

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