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Development of Reading in Grades K–2 in Spanish-Speaking English-Language Learners.

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Title: Development of Reading in Grades K–2 in Spanish-Speaking English-Language Learners.
Authors: Manis, Franklin R., Lindsey, Kim A., Bailey, Caroline E.
Source: Learning Disabilities Research & Practice (Wiley-Blackwell). Nov2004, Vol. 19 Issue 4, p214-224. 11p. 8 Charts.
Subjects: Reading, English language, Spanish language, Kindergarten, Reading comprehension, Monolingualism, Regression analysis, Reading disability
Abstract: Development of English- and Spanish-reading skills was explored in a sample of 251 Spanish-speaking English-language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish- and English-speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross-language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English-language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish-language variables to later reading. Further analyses revealed stronger within- than cross-language associations of expressive language with later reading, suggesting that some variables function cross-linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Development of Reading in Grades K–2 in Spanish-Speaking English-Language Learners.
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  Data: <searchLink fieldCode="AR" term="%22Manis%2C+Franklin+R%2E%22">Manis, Franklin R.</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsey%2C+Kim+A%2E%22">Lindsey, Kim A.</searchLink><br /><searchLink fieldCode="AR" term="%22Bailey%2C+Caroline+E%2E%22">Bailey, Caroline E.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Wiley-Blackwell%29%22">Learning Disabilities Research & Practice (Wiley-Blackwell)</searchLink>. Nov2004, Vol. 19 Issue 4, p214-224. 11p. 8 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink>
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  Label: Abstract
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  Data: Development of English- and Spanish-reading skills was explored in a sample of 251 Spanish-speaking English-language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish- and English-speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross-language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English-language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish-language variables to later reading. Further analyses revealed stronger within- than cross-language associations of expressive language with later reading, suggesting that some variables function cross-linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1540-5826.2004.00107.x
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              Text: Nov2004
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