The Effects of Spanish Heritage Language Literacy on English Reading for Spanish-English Bilingual Children in the US

Autor/inn/en	Kremin, Lena V.; Arredondo, Maria M.; Hsu, Lucy Shih-Ju; Satterfield, Teresa; Kovelman, Ioulia
Titel	The Effects of Spanish Heritage Language Literacy on English Reading for Spanish-English Bilingual Children in the US
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 2, S.192-206 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arredondo, Maria M.) ORCID (Kovelman, Ioulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1239692
Schlagwörter	Literacy; Spanish; English (Second Language); Second Language Learning; Predictor Variables; Reading Instruction; Morphology (Languages); Syntax; Semantics; Bilingualism; Comparative Analysis; Vocabulary Development; After School Programs; Correlation; Heritage Education; Phoneme Grapheme Correspondence; Second Language Instruction; Native Language Instruction; Cognitive Development; Language Tests; Naming; Phonological Awareness; Reading Tests; Language Proficiency; Surveys; Elementary School Students; Secondary School Students; Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Prädiktor; Leseunterricht; Morphology; Morphologie; Semantik; Bilingualismus; Wortschatzarbeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Korrelation; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Kognitive Entwicklung; Language test; Sprachtest; Lesetest; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Sekundarschüler
Abstract	Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N = 70) from the US revealed that bilinguals had stronger associations between phonological and orthographic representations than monolinguals during English reading. While vocabulary was the strongest predictor of English word reading for both groups, phonology and morphosyntax were the best predictors of Spanish reading for bilinguals. This comparison reveals distinct developmental processes across learners and languages, and suggests that early and systematic biliteracy exposure at home and through afterschool programs can influence children's sound-to-print associations even in the context of language-specific (monolingual) reading instruction. These findings have important implications for bilingual education as well as theories that aim to explain how learning to read across languages has a positive impact on the acquisition of literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01