Reading-related skills of kindergartners from diverse linguistic backgrounds

Chiappe, Penny; Siegel, Linda S.; Gottardo, Alexandra

doi:10.1017/s014271640200005x

Cited by 97 publications

(68 citation statements)

References 57 publications

(53 reference statements)

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“…Children who performed well in Spanish performed well in English; children who performed more poorly in Spanish did so in English as well. In a similar study conducted with kindergarteners, Chiappe, Siegel, and Gottardo (2002) found that alphabetic knowledge and phonological processing abilities were the most important contributors to skilled early reading. These researchers found that neither bilingual children nor children learning English as a second language performed as well as native English speakers at the beginning of kindergarten on tasks assessing literacy and phonological and language processing, but that basic literacy skills developed in the same way across the three groups.…”

Section: Research On Inside-out Factors With Bilingual Childrenmentioning

confidence: 90%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely -phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.

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Section: Research On Inside-out Factors With Bilingual Childrenmentioning

confidence: 90%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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“…After decades of inquiry, researchers have a strong understanding of the skills underlying decoding (Conners, Atwell, Rosenquist, & Sligh, 2001;Seymour & Evans, 1994) and of the ways to enhance decoding skills in native speakers and L2 learners (Allinder, Dunse, Brunken, & Obermiller-Krolikowski, 2001;McCandliss, Beck, Sandak, & Perfetti, 2003;Meyer & Felton, 1999). Although some English L2 learners might initially struggle with the acquisition of decoding skills, good instruction allows English L2 learners to perform at the same levels as their native English-speaking peers on decoding after a few years of explicit instruction (Chiappe, Siegel, & Gottardo, 2002;D'Anguilli, Siegel, & Maggi, 2004;Gersten & Baker, 2000;Geva, Yaghoub-Zadeh, & Schuster, 2000). However, English L2 learners continue to perform at lower levels on reading comprehension and on the language variables that are related to listening comprehension such as vocabulary and syntactic knowledge Geva et al, 2000).…”

Section: Why Listening Comprehension?mentioning

confidence: 99%

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

et al. 2017

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As posited by the simple view of reading, listening comprehension and decoding are necessary for reading comprehension. Thus, the present study examined subcomponents of listening comprehension (i.e., vocabulary, morphology, and syntax) and their contributions to reading comprehension. The novel aspect of this study is that rather than examining listening comprehension as a global variable, the unique and shared variance of subcomponents of listening comprehension were examined in relation to English reading comprehension. Second language learners of English from Spanish-speaking backgrounds between the ages of 9 and 13 years completed tasks assessing vocabulary, morphological awareness, syntactic knowledge, word reading, and reading comprehension in English. As expected, regression analyses showed that all three subcomponents of listening comprehension contributed to reading comprehension. Additionally, commonality analyses showed that morphological awareness and syntactic knowledge shared significant amounts of variance with vocabulary. The interrelations among these variables have implications for assessment and intervention.

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“…From a comparative perspective, the study of Chiappe, Gottardo, and Siegel (2002) aimed to identify kindergarten children at risk for reading failure at the end of grade 1 from different language backgrounds. The authors observed that the acquisition of basic literacy skills for children with different language backgrounds developed in a similar manner.…”

Section: Introductionmentioning

confidence: 99%

The contribution of phonological awareness and visual attention in early reading and spelling

2006

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We examined the development of phonological processing, naming speed, and visual attention in kindergarten and addressed the question of their contribution to reading and spelling in grade 1. Seventy five French-speaking children were administered seven tasks at the two phases of the study, and reading and spelling were assessed in grade 1. The major findings revealed that syllable awareness and visual attention were the most important predictors of early reading and spelling, and confirm the influence of naming speed and phoneme awareness on specific skills. These observations strongly suggest that written language acquisition relies on linguistic, perceptual and cognitive cross-modal skills and highlight the need for diversifying written language measures and analyzing their specific predictors.

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Reading-related skills of kindergartners from diverse linguistic backgrounds

Cited by 97 publications

References 57 publications

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

The contribution of phonological awareness and visual attention in early reading and spelling

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