Contributions of bilingual home environment and language proficiency on children's Spanish–English reading outcomes.
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| Title: | Contributions of bilingual home environment and language proficiency on children's Spanish–English reading outcomes. |
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| Authors: | Wagley, Neelima (AUTHOR), Marks, Rebecca A. (AUTHOR), Bedore, Lisa M. (AUTHOR), Kovelman, Ioulia (AUTHOR) |
| Source: | Child Development. Jul2022, Vol. 93 Issue 4, p881-899. 19p. 4 Diagrams, 2 Charts, 2 Graphs. |
| Subjects: | Bilingualism in children, Home environment, Children's language, Spanish language, English language, Reading, Language ability, Phonological awareness |
| Abstract: | This study examines the influence of language environment on language and reading skills and the cross‐linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language‐specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 =.89) and Spanish (R2 =.87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examines the influence of language environment on language and reading skills and the cross‐linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language‐specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 =.89) and Spanish (R2 =.87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.13748 |
