Harvard University.
University of Delaware.
Child Dev. 2020 Jul;91(4):1150-1165. doi: 10.1111/cdev.13288. Epub 2019 Jul 16.
This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the stronger Spanish reading group, students with lower English oral proficiency initially began behind their counterparts but caught up with and surpassed them later. Within the weaker Spanish reading group, the difference between lower and higher English oral proficiency groups increased over time. Findings suggest that initially well-developed Spanish reading competence plays a greater role in English reading development than English oral proficiency.
本研究考察了在美国具有代表性的讲西班牙语的双语学生（N=312）中，幼儿园西班牙语阅读对四年级英语阅读增长轨迹的影响程度，以及这种关联是否因学生的英语口语熟练程度而异。多层次增长曲线分析显示，较强的早期西班牙语阅读与更大的英语阅读增长有关。在较强的西班牙语阅读群体中，英语口语水平较低的学生最初落后于同龄人，但后来迎头赶上并超过了他们。在较弱的西班牙语阅读群体中，英语口语水平较高和较低的学生之间的差距随着时间的推移而增加。研究结果表明，最初发展良好的西班牙语阅读能力在英语阅读发展中比英语口语熟练程度发挥更大的作用。
