Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)256-266
Number of pages11
JournalEarly Childhood Research Quarterly
Volume48
DOIs
StatePublished - Jul 1 2019

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speaking
Reading
comprehension
Language
Vocabulary
language
vocabulary
Mathematics
interdependence
school grade
literacy
mathematics

Keywords

  • Dual language learners
  • Mathematics
  • Simple view of reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

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title = "Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners",
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.",
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author = "Goodrich, {J. Marc} and Namkung, {Jessica M.}",
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AB - 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.

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