Longitudinal Predictors of Bilingual Language Proficiency, Decoding, and Oral Reading Fluency on Reading Comprehension in Spanish and in English

Autor/inn/en	Luft Baker, Doris; Park, Yonghan; Andress, Tim T.
Titel	Longitudinal Predictors of Bilingual Language Proficiency, Decoding, and Oral Reading Fluency on Reading Comprehension in Spanish and in English
Quelle	In: School Psychology Review, 52 (2023) 4, S.421-434 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luft Baker, Doris) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2021447
Schlagwörter	Longitudinal Studies; Predictor Variables; Spanish; Reading Comprehension; English (Second Language); Second Language Learning; Grade 2; Elementary School Students; Scores; Decoding (Reading); Reading Fluency; Bilingualism; Language Proficiency; Grade 1; Hispanic American Students; Reading Achievement; Achievement Gains; Literacy Education; Transfer of Training; Emergent Literacy; Reading Tests; Achievement Tests; Language Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Spanisch; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Bilingualismus; Language skill; Language skills; Sprachkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Leseleistung; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest
Abstract	This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant predictors of Spanish and English RC at the end of second grade. English and Spanish decoding in first grade, in addition to BLP, explained 27 percent of the variance in English reading comprehension. However, only Spanish decoding was a significant predictor of Spanish reading comprehension. Once English and Spanish second grade ORF scores were added to the model, decoding no longer explained any of the variance in RC. BLP, English ORF initial status and gains, and Spanish gains explained 47 percent of the variance in English reading comprehension. BLP and Spanish ORF initial status explained 46 percent of the variance in Spanish RC. [For the corresponding grantee submission, see ED618408.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01