ArticleJournal of speech, language, and hearing research : JSLHR2022
Contributions of Oral Narrative Skills to English Reading in Spanish-English Latino/a Dual Language Learners.
Article in Journal of speech, language, and hearing research : JSLHR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 24 citations in OpenAlex.
- L1 and L2 Contributions to English Reading in Middle School Struggling Readers.Bilingualism (Cambridge, England) · 2026Article
- Shifting dominance: bilingual language skills in Spanish-English bilinguals' English reading comprehension over time.Reading and writing · 2026Article
- A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.Journal of speech, language, and hearing research : JSLHR · 2025Article
- Exploring the relationships among language input-output, vocabulary knowledge, and English Reading development of emergent bilinguals in dual language immersion programs.International journal of bilingual education and bilingualism · 2025Article
- Peer play network in preschool classrooms: Features and variations by child characteristics and skills.PloS one · 2025Article
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Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
purposeThe study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish-English dual language immersion programs and received language and literacy instruction in both English and Spanish.
methodAll participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (number of different new words, lexical diversity [D], mean length of utterance, subordination index [SI]) using the Computerized Language ANalysis program. The narrative samples were also evaluated for macrostructures (i.e., discourse-level features) using the Narrative Scoring Scheme.
resultsGrade, English D, and Spanish SI significantly predicted English reading. Grade level was the strongest predictor of the three for both decoding and comprehension. However, Spanish SI was more robust than English D for decoding whereas English D was a stronger predictor than Spanish SI for comprehension.
conclusionsYoung DLL children's oral narrative skills in English as well as in their home language Spanish contributed to their English reading outcomes. The study further specified the contributions of narrative elements to different reading skills. Microstructural elements appeared to play a stronger role in English reading than macrostructural elements for DLLs in dual language programs in early elementary grades. The results provided support for the
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