Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students.

• In Event: Practices and Policies in Early Childhood Education: Language Identity, Cross-Linguistic Connections, and Biliteracy

Abstract

Limited research focused on understanding if early reading skills assessed at kindergarten in Spanish can transfer cross-linguistically to predict English reading proficiency at later grades. This review of the literature synthesizes results from nine longitudinal studies conducted between 2000 and 2021 on predictive assessment of later English reading for predominantly Spanish-speaking kindergarteners. What emerged collectively is that two early reading skills, phonological awareness and letter/word identification, when assessed in Spanish at kindergarten, appear to predict English reading achievement at later grades. It is crucial to expand research in this area in order to back up claims and support Spanish-speaking English Language Learners (ELLs), the fastest-growing minority in the United States.

Authors

• Michela Galante, University of Miami

• Mary Beth Calhoon, University of Miami

• Galit Cohen, University of Miami