Is Native Spanish Oracy Related to Young Latinos’ English-Reading Growth?

• In Event: Research in Reading and Literacy SIG: Paper Session 1: Reading and Writing

Abstract

The purpose was to investigate whether first- and second-grade Latino dual-language learners’ two-year English-reading trajectories varied over time according to their oral Spanish ability. Forty-two children who began school in first or second grade were followed into a second year as second or third graders. Students’ English-reading was measured three times each year by six reading variables. Overall Oral Spanish ability and Spanish Cognitive Academic Language Proficiency were assessed once. The main finding was that children with higher levels of Overall Spanish Oral ability made greatest reading gains, while those with lower levels made the least gains. Only a small difference in Spanish oracy level made a big difference in English-reading gain. CALP was not significantly related to English-reading growth.

Authors

• Jackie Eunjung Relyea, University of North Carolina - Chapel Hill

• Jill Fitzgerald, MetaMetrics and UNC Emerita

• Sandra Garcia, University of North Carolina - Chapel Hill

• Steven J. Amendum, North Carolina State University