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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.
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]
Copyright of Child Development is the property of Wiley-Blackwell 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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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Contributions of bilingual home environment and language proficiency on children's Spanish–English reading outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Wagley%2C+Neelima%22">Wagley, Neelima</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Marks%2C+Rebecca+A%2E%22">Marks, Rebecca A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bedore%2C+Lisa+M%2E%22">Bedore, Lisa M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kovelman%2C+Ioulia%22">Kovelman, Ioulia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jul2022, Vol. 93 Issue 4, p881-899. 19p. 4 Diagrams, 2 Charts, 2 Graphs.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bilingualism+in+children%22">Bilingualism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell 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/cdev.13748
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 881
    Subjects:
      – SubjectFull: Bilingualism in children
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Children's language
        Type: general
      – SubjectFull: Spanish language
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Language ability
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
    Titles:
      – TitleFull: Contributions of bilingual home environment and language proficiency on children's Spanish–English reading outcomes.
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            NameFull: Wagley, Neelima
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            NameFull: Marks, Rebecca A.
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            NameFull: Bedore, Lisa M.
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            NameFull: Kovelman, Ioulia
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              Text: Jul2022
              Type: published
              Y: 2022
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