The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension

Proctor, C. Patrick; August, Diane; Snow, Catherine E.; Barr, Christopher D.

doi:10.1080/15235881003733209

Cited by 107 publications

(81 citation statements)

References 32 publications

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“…We therefore propose to build from this work by investigating the effects of home, school, and individual factors on the English literacy attainment of Latino ELLs within a single model. To date, only two other studies have examined the role of home and school language in conjunction with other factors in predicting outcomes relevant to reading (Duursma et al, 2007;Proctor, August, Snow, & Barr, 2010), and these studies included only fourth-grade ELLs.…”

Section: The Need For More Complex Models Of English Reading For Englmentioning

confidence: 98%

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development

Howard¹,

Páez

August

et al. 2014

Bilingual Research Journal

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This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading BILINGUAL CHILDREN'S ENGLISH READING DEVELOPMENT 121 outcomes for children of different ages and in different settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking third graders in bilingual instruction, and 70 Spanish-speaking fifth graders in both English and bilingual settings. Data were analyzed using hierarchical regression. Findings indicate that for each sample, English oral vocabulary is a significant predictor of English reading accuracy and comprehension once SES and home and school language and literacy factors have been considered. Beyond oral vocabulary, however, there is considerable variability across samples in the home and school language and literacy variables that are predictive of English reading outcomes. The study points to the importance of looking closely at the texture of children's lives in coming to an understanding of second-language literacy development.

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Section: The Need For More Complex Models Of English Reading For Englmentioning

confidence: 98%

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development

Howard¹,

Páez

August

et al. 2014

Bilingual Research Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…Current literature also supports these earlier hypotheses. Proctor et al 2010 found a significant correlation in bilingual reading comprehension scores in children's primary and second languages. Lugo-Neris et al (2010) also found that novel word learning in the L1 (Spanish) led to a positive transfer of vocabulary growth in the L2 (English).…”

Section: Shared Storybook Reading For Dlls; Quantity Quality and Efmentioning

confidence: 90%

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Walsh

Sánchez

Burnham

2015

Early Childhood Educ J

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This study examined various ways of asking questions about target vocabulary words during shared storybook reading with young Hispanic dual language learners enrolled in Head Start. The study examined the demand level and placement of adults' questions during shared storybook reading. The research design incorporated five conditions; namely, adults' (a) low demand and interrupting questions, (b) high demand and interrupting questions, (c) low demand and non-interrupting questions, (d) high demand and non-interrupting questions, and (e) a control. Participants were 57 children with Spanish as the primary language spoken to children in the home with most of their parents identifying as having been born in a Latin American country. The present study suggests that demand level rather than interrupting status accounts for more differences in children's novel vocabulary expressive scores, with children in the high demand group scoring higher than those in the low demand group.

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“…In addition, researchers have noted that the skills and understandings that students acquire in one language may greatly influence reading development in another (Cummins, 1979;Montecillo Leider, Proctor, Silverman, & Harring, 2013;Proctor et al, 2005). Often referred to as cross-linguistic transfer, this term makes reference to the process of using skills and knowledge in one language to support the development of skills in another language (Bialystok, 2007;Proctor et al, 2010).…”

Section: Reading and Dynamic Bilingualismmentioning

confidence: 96%

“…Students' bilingualism indelibly shapes reading development in multiple ways (Baker, 2011;Bernhardt, 2003;Proctor, August, Snow, & Barr, 2010). Bialystok et al (2005) identify oral language development, phonological awareness, and metalinguistic awareness as three fundamental areas in which bilinguals and monolinguals differ as they acquire literacy skills.…”

Section: Reading and Dynamic Bilingualismmentioning

confidence: 98%

“…As such, the diversity among emergent bilingual students, who vary widely in home languages, educational histories, and learning temperaments, also influence the reading process (Pacheco, 2010). One dimension in which emergent bilingual students' reading development is distinguished from the monolingual reading process is the importance of metalinguistic awareness (Proctor et al, 2010). Metalinguistic awareness refers to the ability to think about how language is structured.…”

Section: Reading and Dynamic Bilingualismmentioning

confidence: 99%

See 1 more Smart Citation

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

Ascenzi-Moreno

2016

Literacy Research and Instruction

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The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension

Cited by 107 publications

References 32 publications

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

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