The Relationship between Language and Reading Skills in Bilingual Spanish-English Speakers

Gottardo, Alexandra

doi:10.1097/00011363-200211000-00008

Cited by 145 publications

(132 citation statements)

References 57 publications

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“…Gottardo (2002) has supported the conclusion that oral vocabulary in L1 and/or L2 helps account for variance in RDs.…”

Section: Oral Vocabulary and Oral Proficiencysupporting

confidence: 53%

“…One major finding across languages has been that literacy skills transfer from one language to another. It is well-documented that English second-language oral proficiency, native-language reading, and English second-language reading appear to be positively related (Fitzgerald, 1993;Geva & Ryan, 1993;Gottardo, 2002;Lindsey, Manis, & Bailey, 2003;Tregar & Wong, 1981). That is, the oral and reading language skills one has in an L1 can transfer to and aid in reading in an L2.…”

Section: Comprehensionmentioning

confidence: 99%

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English Language Learners With Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda

Shore

Sabatini

2009

ETS Research Report Series

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The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first-and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to synthesize the research that aims to address the topic, focusing on the following three questions:1. How does one identify reading difficulties/disabilities (RD) in individuals who are learning the English language?2. What needs to be done to aid in identifying RD in ELLs? What does one do with this information to support the English reading instruction of ELLs with RD?The first section of the report covers basic terminology and gives an overview of the problem. The second section presents some of the challenges in distinguishing between what might be normal ELL language development from what might be identified as a disability or difference. The third section reviews reading difficulties in various languages and then focuses on reading difficulties when learning a second language. The fourth section provides an overview of the issues surrounding the process of identifying reading difficulties or differences in ELLs. The challenges begin at referral to services and span to measurement of disabilities. 1The fifth section provides information on interventions and the application of information gained through assessment. The sixth section, the conclusion, points to key considerations related to the identification of RD in ELLs on the K-12 level, especially in the area of the definition, measurement, and instruction of ELLs identified with RD. It also examines the potential for further development and research of assessment and effective instructional programs. Key findings and implications are summarized in the areas of RDs, referral, current assessment, assessments in development, instructional practices, and teacher preparation.

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“…Gottardo (2002) has supported the conclusion that oral vocabulary in L1 and/or L2 helps account for variance in RDs.…”

Section: Oral Vocabulary and Oral Proficiencysupporting

confidence: 53%

Section: Comprehensionmentioning

confidence: 99%

English Language Learners With Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda

Shore

Sabatini

2009

ETS Research Report Series

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“…Phonological processing and reading Gottardo (2002) also found that Spanish phonological processing explained the highest proportion of variance in English word reading for English-Spanish bilingual speakers. Several recent studies examining the effect of Spanish phonological processing on English word reading have echoed these findings (e.g., Lindsey, Manis, & Bailey, 2003;Manis, Lindsey, & Bailey, 2004).…”

Section: Cross-language Transfermentioning

confidence: 81%

“…By the year 2025, it is estimated that there will be 5 million Spanish-speaking children under the age of five in the United States (Goldstein & Washington, 2001). Many ESL children have difficulty acquiring even the most basic English literacy skills and are therefore at-risk for reading difficulties and school drop-out (Fleischman & Hopstock, 1993;Gottardo, 2002).…”

Section: Introductionmentioning

confidence: 99%

Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2

2009

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Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby not likely to transfer to spelling performance.

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“…Research has shown that for ELs, phonological processes in the L1 predict successful literacy acquisition in both languages (Gottardo 2002). Phonological skills-i.e., differentiating and manipulating basic units of sounds in speech-undergird the ability to connect sounds and symbols (Burns et al 1999).…”

Section: Linguistic Access: Second Language Acquisitionmentioning

confidence: 99%

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

Trainin

Wessels

Nelson

et al. 2016

Early Childhood Educ J

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This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre-LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.

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The Relationship between Language and Reading Skills in Bilingual Spanish-English Speakers

Cited by 145 publications

References 57 publications

English Language Learners With Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda

English Language Learners With Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda

Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2

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

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