ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading2017
Early indicators of later English reading comprehension outcomes among children from Spanish-speaking homes.
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Shifting dominance: bilingual language skills in Spanish-English bilinguals' English reading comprehension over time.Reading and writing · 2026Article
- Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2024Article
- Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation.Journal of educational psychology · 2022Article
- 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
- The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary.International journal of bilingual education and bilingualism · 2022Article
- Comparing Vocabulary Knowledge Conceptualizations Among Spanish-English Dual Language Learners in a New Destination State.Language, speech, and hearing services in schools · 2021Article
- Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.Journal of speech, language, and hearing research : JSLHR · 2020Article
- Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills.Journal of educational psychology · 2020Article
- Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary.Applied psycholinguistics · 2020Article
- Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities.New directions for child and adolescent development · 2019Review
- How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.Exceptional children · 2019Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.