Abstract
This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the groups scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 42-59 |
| Number of pages | 18 |
| Journal | Journal of Research in Childhood Education |
| Volume | 29 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2015 |
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Keywords
- beginning reading
- English language learners
- phonological awareness
- reading comprehension
- vocabulary
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
The influence of spanish vocabulary and phonemic awareness on beginning english reading development : A three-year (K-2nd) longitudinal study. / Kelley, Michael; Roe, Mary; Blanchard, Jay; Atwill, Kim.
In: Journal of Research in Childhood Education, Vol. 29, No. 1, 02.01.2015, p. 42-59.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The influence of spanish vocabulary and phonemic awareness on beginning english reading development
T2 - A three-year (K-2nd) longitudinal study
AU - Kelley, Michael
AU - Roe, Mary
AU - Blanchard, Jay
AU - Atwill, Kim
PY - 2015/1/2
Y1 - 2015/1/2
N2 - This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the groups scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship.
AB - This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the groups scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship.
KW - beginning reading
KW - English language learners
KW - phonological awareness
KW - reading comprehension
KW - vocabulary
UR - http://www.scopus.com/inward/record.url?scp=84920125476&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84920125476&partnerID=8YFLogxK
U2 - 10.1080/02568543.2014.973127
DO - 10.1080/02568543.2014.973127
M3 - Article
AN - SCOPUS:84920125476
VL - 29
SP - 42
EP - 59
JO - Journal of Research in Childhood Education
JF - Journal of Research in Childhood Education
SN - 0256-8543
IS - 1
ER -