Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students

Abstract

Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students' subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents' socioeconomic status and family literacy practices, as well as grandparents' educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language—whether it takes place at home or at school—is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whatever languages they control) as well as formal preschool experiences.

Relations among children’s theory of mind, family factors, language development, and story comprehension in L1 and L2 preschoolers

“…Whereas previous research has uncovered many of the factors related to story comprehension in L1 children (e.g., Nagy et al, 1993;Reese et al, 2000), the third research question in our study focused on variables related to story comprehension in children learning English as a second language. Moreover, the current study also examined the role of metacognitive factors, including theory of mind, in L2 children's story comprehension.…”

“…Although factors related to reading comprehension have been thoroughly explored in L1 children (e.g., Nagy, Garcia, Durgunoglu, & Hancin-Bhatt, 1993;Reese, Garnier, Gallimore, & Goldenberg, 2000), few researchers have examined variables related to story comprehension for children learning English as a second language (e.g., Hoover & Gough, 1990;Proctor, Carlo, August, & Snow, 2005). In addition, the relative contribution of meta-cognitive factors, including theory of mind, to story comprehension has largely been unexplored, particularly in L2 learners.…”

Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children

“…By providing an intervention that can be used in a bilingual setting, nonEnglish-speaking parents are given an important tool for participation in their child's early education which in turn gives the child better education outcomes. Studies suggest that early encounters with literacy in any language will foster later literacy development [34]. Efforts to improve school readiness are most effective when they address the capacity of families and communities to provide developmentally enhancing opportunities for their young children [35].…”

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

“…Reese et al (2000) found that many Latino parents believe that children under age 5 are not yet ready to understand the reading process and therefore do not engage in certain emergent literacy practices that are expected in schools. In our own work, we found that Latino parents were interested in, and capable of reading to their children; however, a variety of circumstances such as time, finances, and transportation limited their chances to do so.…”