ArticleInternational journal of bilingual education and bilingualism2019
The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US.
Article in International journal of bilingual education and bilingualism, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Investigating individual differences in adult bilinguals' spelling of cognates: An analysis of cross-linguistic effects.Bilingualism (Cambridge, England) · 2026Article
- Predicting Risk for Reading Difficulty among Spanish-English Speaking Students: Classification Accuracy of Kindergarten Oral Language and Early Literacy.Contemporary school psychology · 2026Article
- Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective.Bilingualism (Cambridge, England) · 2025Article
- Morphological awareness and its role in early word reading in English monolinguals, Spanish-English, and Chinese-English simultaneous bilinguals.Bilingualism (Cambridge, England) · 2023Article
- Shining a light on cultural neuroscience: Recommendations on the use of fNIRS to study how sociocultural contexts shape the brain.Cultural diversity & ethnic minority psychology · 2023Review
- A Longitudinal Study of Language Use During Early Mother-Child Interactions in Spanish-Speaking Families Experiencing Low Income.Journal of speech, language, and hearing research : JSLHR · 2022Article
- What's in a word? Cross-linguistic influences on Spanish-English and Chinese-English bilingual children's word reading development.Child development · 2022Article
- Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.Frontiers in psychology · 2022Article
- Word Knowledge in L2 Chinese Lexical Inference: A Moderated Path Analysis of Language Proficiency Level and Heritage Status.Frontiers in psychology · 2022Article
- Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals.International journal of bilingual education and bilingualism · 2022Article
- An fMRI study of English and Spanish word reading in bilingual adults.Brain and language · 2020Article
- Tracking Qualitative Changes in Cognition and Brain Development Through Bilingualism.Journal of neurolinguistics · 2019Article
- Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English.International journal of bilingual education and bilingualism · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
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 U.S. 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 morpho-syntax 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.
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