Mesa Carol, Yeomans-Maldonado Gloria
The University of Michigan, Ann Arbor.
J Speech Lang Hear Res. 2021 Mar 17;64(3):889-908. doi: 10.1044/2020_JSLHR-20-00379. Epub 2021 Mar 3.
Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kindergarten, first, second, and third grade. Results Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. Supplemental Material https://doi.org/10.23641/asha.14083373.
目的 本研究旨在考察双语儿童阅读理解能力在幼儿园、一年级和二年级阶段的预测因素。具体而言，我们评估了西班牙语和英语技能在预测三年级英语阅读理解方面所起的作用。方法 作为一项纵向研究的一部分，248名双语儿童从幼儿园前班一直被跟踪到三年级。参与者在每个学年春季完成西班牙语和英语测试。我们报告了在幼儿园、一年级、二年级和三年级进行的口语、记忆和读写技能测试的结果。结果 结构方程建模框架下的分析表明，英语口语和单词阅读是三年级英语阅读理解最强的预测因素。此外，结果支持了先前的证据，即西班牙语技能对预测阅读理解的英语口语和单词阅读技能有显著的直接和间接贡献。讨论 本研究全面呈现了西班牙裔-英语双语者用于阅读理解的语言资源。鉴于先前的证据，我们讨论了我们的发现，并提供了理论和实践意义。补充材料 https://doi.org/10.23641/asha.14083373 。
