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Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students1:

Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and... Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students' subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents' socioeconomic status and family literacy practices, as well as grandparents' educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language—whether it takes place at home or at school—is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whatever languages they control) as well as formal preschool experiences. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students1:

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References (71)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312037003633
Publisher site
See Article on Publisher Site

Abstract

Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students' subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents' socioeconomic status and family literacy practices, as well as grandparents' educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language—whether it takes place at home or at school—is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whatever languages they control) as well as formal preschool experiences.

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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