Abstract
The purposes of this study were to evaluate the within- and cross-language relations of components of the simple view of reading and to evaluate correlates of reading comprehension and word-problem solving skills in a sample of Spanish-speaking dual language learners (DLLs). Seventy-two Spanish-speaking DLLs in first and second grade completed measures of decoding, vocabulary knowledge, reading comprehension, and word-problem solving skills in Spanish and English. Results indicated that decoding skills and expressive vocabulary knowledge significantly predicted reading comprehension outcomes within-languages. Additionally, there was a significant direct effect of Spanish expressive vocabulary on English reading comprehension, suggesting the possibility for interdependence of literacy-related skills across languages. Results of analysis of word-problem solving outcomes indicated that decoding and expressive vocabulary knowledge were equally predictive of reading comprehension and word-problem solving skills. These findings have important implications for assessment and intervention of reading and mathematics skills of DLLs.
Original language | English (US) |
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Pages (from-to) | 256-266 |
Number of pages | 11 |
Journal | Early Childhood Research Quarterly |
Volume | 48 |
DOIs | |
State | Published - Jul 1 2019 |
Keywords
- Dual language learners
- Mathematics
- Simple view of reading
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Sociology and Political Science