Cognitive and Linguistic Factors in Reading Comprehension: Monolingual and Bilingual Children

• In Event: Furthering Language Learning Research: Key Literacy Skills and Developmental Processes

Abstract

Previous research shows a robust developmental connection between cognitive and early literacy skills with monolingual English-speakers (Chang, 2020). However, studies are needed on bilinguals in dual language immersion programs. This study examines early literacy and cognitive skills of native English-speaking children in general education classrooms and their peers in English–Spanish and English–Cantonese dual immersion programs. Findings show no significant difference in literacy and cognitive skills among the groups. Multiple regression results show that cognitive skills in kindergarten are associated with later English reading comprehension. Results provide evidence that dual immersion programs do not hinder children’s linguistic development in English, and that cognitive–linguistic bridging processes may be a key to early reading development. Home and classroom implications will be discussed.

Authors

• Maria Belen Buttiler, University of California - Davis

• Ciara Thomas Murphy, University of California - Davis

• Fumiko Hoeft, University of Connecticut - Avery Point

• Ioulia Kovelman, University of Michigan - Ann Arbor

• Yuuko Uchikoshi, University of California - Davis