What predicts second language reading success? A Study of home and school variables

Pucci, Sandra; Ulanoff, Sharon H.

doi:10.1075/itl.121-122.01puc

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…Pucci and Ulanoff (1998) conducted a study with a small sample of fourth-grade Spanish-speaking ELLs in which half of the students were proficient English readers and the other half were not. The number of books in the home, school-assigned books that children read, and authors and titles recognized were positively related to literacy outcomes.…”

Section: Home Language and Literacy Practicesmentioning

confidence: 99%

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: Home Language and Literacy Practicesmentioning

confidence: 99%

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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“…While models of monolingual English reading have been well explored in the literature (see National Reading Panel, 2000, and Snow, Burns, & Griffin, 1998, for extensive reviews), such is not the case for reading models for children whose first language is other than English. Bilingual reading researchers have investigated the roles of home and school literacy practices (Aarts & Verhoeven, 1999; Connor, 1983; Leseman & de Jong, 1998; Pucci & Ulanoff, 1998), and language attitudes and cultural background (Abu-Rabia, 1995, 1996, 1998; Beech & Keys, 1997; Droop & Verhoeven, 1998; Jiménez, 2000) as they pertain to English reading outcomes. Others have examined the role of familiar story structure and text syntax (Bean, 1982), strategy use (García, 1998; Jiménez, 1997; Jiménez et al, 1995, 1996; Verhoeven, 1990), and metalinguistic awareness (Carlisle, Beeman, Davis, & Spharim, 1999).…”

Section: The Simple View Of Readingmentioning

confidence: 99%

The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.

Proctor¹,

August²,

Carlo³

et al. 2006

Journal of Educational Psychology

297

202

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This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral language proficiency, the authors explored the effects of Spanish language alphabetic knowledge, fluency, vocabulary knowledge, and listening comprehension on English reading comprehension. Results revealed a significant main effect for Spanish vocabulary knowledge and an interaction between Spanish vocabulary and English fluency, such that faster English readers benefited more from Spanish vocabulary knowledge than their less fluent counterparts. This study demonstrates the existence of literary skills transfer from the 1st to the 2nd language, as well as limits on such transfer.

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“…Furthermore, those studies that have investigated the English reading of ELLs (Spanish speakers as well as other nonnative English speakers) have rarely sought to define and test a specific model of comprehension. Rather, most studies have sought to predict variation in comprehension by exploring sociocultural domains such as the roles of home and school literacy practices (Aarts & Verhoeven, 1999; Connor, 1983; Leseman & de Jong, 1998; Pucci & Ulanoff, 1998) and language attitudes and cultural background (Abu-Rabia, 1995, 1996, 1998; Beech & Keys, 1997; Droop & Verhoeven, 1998; Jiménez, 2000). Other work has examined metacognitive skills including the role of familiar story structure and text syntax (Bean, 1982), strategy use (García, 1998; Jiménez, 1997; Jiménez, García, & Pearson, 1995, 1996; Verhoeven, 1990), and metalinguistic awareness (Carlisle, Beeman, Davis, & Spharim, 1999).…”

mentioning

confidence: 99%

Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension.

Proctor¹,

Carlo

August

et al. 2005

Journal of Educational Psychology

409

334

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A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills played a less predictive role than oral language proficiency. L2 listening comprehension made an independent, proximal contribution to L2 reading comprehension, whereas L2 vocabulary knowledge assumed both proximal and distal relationships with L2 reading comprehension. Results suggest that, given adequate L2 decoding ability, L2 vocabulary knowledge is crucial for improved English reading comprehension outcomes for Spanishspeaking ELLs.

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What predicts second language reading success? A Study of home and school variables

Cited by 5 publications

References 10 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

The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.

Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension.

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