English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence

• Relyea, Jackie Eunjung ^[1] ; Amendum, Steven J. ^[2]
  1. [1] Harvard University

     Harvard University

     City of Cambridge, Estados Unidos

     
  2. [2] University of Delaware

     University of Delaware

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1150-1165
• Idioma: inglés
• DOI: 10.1111/cdev.13288
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 3 Citas
• Resumen

  • This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the stronger Spanish reading group, students with lower English oral proficiency initially began behind their counterparts but caught up with and surpassed them later. Within the weaker Spanish reading group, the difference between lower and higher English oral proficiency groups increased over time. Findings suggest that initially well-developed Spanish reading competence plays a greater role in English reading development than English oral proficiency.