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Teacher Implementation of an Adolescent Reading Intervention
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Early indicators of later English reading comprehension outcomes among children from Spanish-speaking homes
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Abstract:
In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since Kindergarten entry. As expected, early skills, especially those in English, contributed to later RC outcomes. Most uniquely, we identified a developmental shift in the contribution of language- and word-based skills on students’ RC outcomes. Specifically, word-based skills were consistently predictive of Grade 5 RC outcomes whereas the contribution of language-based skills emerged for Grade 8 RC outcomes. Finally, we also found that the relationship between early skills and later RC outcomes varied depending on students’ RC levels. These results underscore the increasingly important role that early language-based skills play for later English reading comprehension outcomes and we discuss theoretical and practical implications of this work.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6738964/ https://doi.org/10.1080/10888438.2017.1320402
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The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners
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The Gap Between Spanish-speakers' Word Reading and Word Knowledge: A Longitudinal Study
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Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners
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The development of reading in children from diverse linguistic backgrounds : a 5-year longitudinal study ...
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