"It Takes Two to Make a Thing Go Write": Self-Reported Spanish Reading and Writing Skill and Relationships with Digit Span and Stroop Task Performance among Spanish-English Bilinguals

Autor/inn/en	Smith, Sara A.; Briggs Baffoe-Djan, Jessica
Titel	"It Takes Two to Make a Thing Go Write": Self-Reported Spanish Reading and Writing Skill and Relationships with Digit Span and Stroop Task Performance among Spanish-English Bilinguals
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Sara A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1667949
Schlagwörter	Spanish; Reading Skills; Writing Skills; Bilingual Students; College Students; English (Second Language); Spanish Speaking; Short Term Memory; Inhibition; Hispanic American Students; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Spanisch; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Kurzzeitgedächtnis; Hemmung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The current study examined self-reported first language (Spanish) language reading and writing ability and behavior and relationships with digit span and stroop task performance. A battery of assessments and questionnaires was administered to 81 sequential Spanish-English bilingual university students in the U.S., for whom the sole language of education is English. Hierarchical regression models revealed self-reported amount of Spanish used for academic writing uniquely accounted for 17% of variance in digit span forward scores, controlling for non-verbal IQ. Self-reported Spanish reading and writing ability also significantly predicted higher digit span forward scores and stroop task performance. Findings indicate that vectors of within-population difference related to L1 academic reading and writing are associated with differences in verbal short term memory and inhibition. Findings underscore the importance of considering diversity within bilingual samples and further support theories of a continuum of bilingual experience intensity, which is related to outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01