Work

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Year: 2020

Type: article

Abstract: In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

Source: AERA Open

DOI: 10.1177/2332858419892575

Authors: Emily Phillips Galloway, Paola Uccelli, Gladys Aguilar, Christopher D. Barr

Institutions: Vanderbilt University, Harvard University, Rice University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $450