Relations between early reading and writing skills among Spanish-speaking language minority children

J. Marc Goodrich, Amber L. Farrington, Christopher J. Lonigan

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language.

Original languageEnglish (US)
Pages (from-to)297-319
Number of pages23
JournalReading and Writing
Volume29
Issue number2
DOIs
StatePublished - Feb 1 2016

Fingerprint

Child Language
speaking
Reading
Language
minority
language
Learning
learning to read
Spanish language
Multivariate Analysis
literacy
Regression Analysis
regression

Keywords

  • Emergent literacy
  • Emergent writing
  • English language learner
  • Invented spelling
  • Language minority

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

Cite this

Relations between early reading and writing skills among Spanish-speaking language minority children. / Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

In: Reading and Writing, Vol. 29, No. 2, 01.02.2016, p. 297-319.

Research output: Contribution to journalArticle

Goodrich, J. Marc ; Farrington, Amber L. ; Lonigan, Christopher J. / Relations between early reading and writing skills among Spanish-speaking language minority children. In: Reading and Writing. 2016 ; Vol. 29, No. 2. pp. 297-319.
@article{0ef2ffffad2648a789119143be0209e0,
title = "Relations between early reading and writing skills among Spanish-speaking language minority children",
abstract = "Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language.",
keywords = "Emergent literacy, Emergent writing, English language learner, Invented spelling, Language minority",
author = "Goodrich, {J. Marc} and Farrington, {Amber L.} and Lonigan, {Christopher J.}",
year = "2016",
month = "2",
day = "1",
doi = "10.1007/s11145-015-9594-8",
language = "English (US)",
volume = "29",
pages = "297--319",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "2",

}

TY - JOUR

T1 - Relations between early reading and writing skills among Spanish-speaking language minority children

AU - Goodrich, J. Marc

AU - Farrington, Amber L.

AU - Lonigan, Christopher J.

PY - 2016/2/1

Y1 - 2016/2/1

N2 - Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language.

AB - Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language.

KW - Emergent literacy

KW - Emergent writing

KW - English language learner

KW - Invented spelling

KW - Language minority

UR - http://www.scopus.com/inward/record.url?scp=84957438430&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84957438430&partnerID=8YFLogxK

U2 - 10.1007/s11145-015-9594-8

DO - 10.1007/s11145-015-9594-8

M3 - Article

AN - SCOPUS:84957438430

VL - 29

SP - 297

EP - 319

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 2

ER -