Transactional Development of Domain-Specific Knowledge in Science and Mathematics and Reading Ability in Elementary School Years (Poster 42)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Research in Reading and Literacy Poster Session 2

Abstract

This study aimed to investigate the reciprocal dynamics of reading ability and science and mathematics knowledge from K-5. Moreover, this study aimed to explore the extent to which the co-development of reading ability and science and mathematics knowledge varies among multilingual learners (MLs) based on their exposure to academic instruction in their native language during kindergarten. Using a nationally representative sample of children and Latent Curve Modeling with Structured Residuals, this study revealed the developmental relation between knowledge and reading ability is contingent upon the specific domain under consideration. The findings support the notion that MLs’ academic instruction in their primary language can offer greater access to building domain knowledge which may facilitate their development of reading comprehension in English.

Authors

• Jackie E. Relyea, North Carolina State University

• HyeJin Hwang, University of Minnesota