Influence of oral language and phonological awareness on children's bilingual reading.

The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological awareness, expressive vocabulary, receptive vocabulary, and syntax in both English and Spanish. The results showed that within language contributions of expressive vocabulary and syntax best predicted literacy when compared to phonological awareness measures.

[1]  I. S. P. Nation,et al.  Learning Vocabulary in Another Language: Frontmatter , 2001 .

[2]  H. Swanson,et al.  Growth in Literacy and Cognition in Bilingual Children at Risk or Not at Risk for Reading Disabilities. , 2006 .

[3]  J. Tomblin,et al.  Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation , 1999 .

[4]  M. Poe,et al.  Early language and the development of children's reading skills , 2004 .

[5]  M. Gerber,et al.  Crossover of Phonological Processing Skills , 2005 .

[6]  Kim A. Lindsey,et al.  Development of Reading in Grades K–2 in Spanish–Speaking English–Language Learners , 2004 .

[7]  Guy Trainin,et al.  Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence , 2003 .

[8]  G. Whitehurst,et al.  Oral language and code-related precursors to reading: evidence from a longitudinal structural model. , 2002, Developmental psychology.

[9]  Catherine E. Snow,et al.  Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? , 2002 .

[10]  P. David Pearson Handbook of reading research. , 1990 .

[11]  Catherine E. Snow,et al.  The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. , 2006 .

[12]  Kim A. Lindsey,et al.  Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners. , 2003 .

[13]  A. Gottardo The Relationship between Language and Reading Skills in Bilingual Spanish‐English Speakers , 2002 .

[14]  Esther Geva,et al.  Development of Reading Efficiency in First and Second Language. , 1997 .

[15]  Joanne F. Carlisle,et al.  Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual , 1999, Applied Psycholinguistics.

[16]  J. Cummins D. KIMBROUGH OLLER REBECCA E. EILERS (eds), Language and literacy in bilingual children. Clevedon, England: Multilingual Matters, 2002. Pp. vii+310. ISBN 1-85359-571-3 (hbk), 1-85359-570-5 (pbk). , 2004 .

[17]  David K. Dickinson,et al.  The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children , 2003 .

[18]  J. LeFevre,et al.  Parental involvement in the development of children's reading skill: a five-year longitudinal study. , 2002, Child development.

[19]  Barbara Hancin-Bhatt,et al.  Lexical transfer and second language morphological development , 1994, Applied Psycholinguistics.

[20]  Michael M. Gerber,et al.  Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2 , 2004 .

[21]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[22]  G. Whitehurst,et al.  Child development and emergent literacy. , 1998, Child development.

[23]  Eugene E. García “Hispanic” children: Theoretical, empirical, and related policy issues , 1992 .

[24]  David K. Dickinson,et al.  Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children , 2004, Applied Psycholinguistics.

[25]  J. Arena,et al.  Expressive one-word picture vocabulary test , 1984 .

[26]  W. Nagy,et al.  Cross-language transfer of phonological awareness. , 1993 .

[27]  William E. Nagy,et al.  Spanish-English Bilingual Students' Use of Cognates in English Reading , 1993 .

[28]  D. Langenberg Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction , 2000 .

[29]  James M. Royer,et al.  The Development and Cross-Language Transfer of Phonological Awareness , 1995 .

[30]  Edward J. Kameenui,et al.  Introduction to This Special Issue: The DNA of Reading Fluency , 2001 .

[31]  Michael M. Gerber,et al.  Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities , 2004 .

[32]  L. Siegel,et al.  Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing , 2001 .

[33]  J. Cummins,et al.  Linguistic Interdependence and the Educational Development of Bilingual Children , 1979 .