The Contribution of Spanish Cognate Knowledge to the Literacy Development of Latino Students in the United States

• In Event: Teachers, Parents, and Principals Supporting English Language Learners

Abstract

A study conducted with 230 middle school students in the U.S. examined the effects of English and Spanish cognate knowledge on reading comprehension in English. Controlling for the effects of English vocabulary and student background characteristics, knowledge of Spanish cognates was found to have a significant and positive effect on English reading comprehension as measured by a standardized assessment of reading ability (i.e., Gates-MacGinitie Reading Test). These findings highlight the role that the Spanish language plays in meeting the academic needs of Latino students in the U.S. and provide support for research that indicates that a strong foundation in the native language facilitates second-language development (Cummins, 1984; Oller & Eilers, 2002).

Authors

• Igone Arteagoitia, Center for Applied Linguistics

• Elizabeth R. Howard, University of Connecticut