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Cross-Linguistic Influence of Early Spanish Reading on English Reading Trajectories among Spanish-English Emergent Bilinguals: A Latent Class Growth Analysis

Cross-Linguistic Influence of Early Spanish Reading on English Reading Trajectories among Spanish-English Emergent Bilinguals: A Latent Class Growth Analysis

Authors :
Ye Shen
J. Marc Goodrich
Source :
Journal of Educational Psychology. 2024 116(1):139-152.
Publication Year :
2024

Abstract

Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency) influence English reading development. Latent class growth analysis revealed five distinct growth trajectories of English reading scores across elementary grades. Results showed a fan-spread effect, indicating that children with higher mean reading scores in kindergarten also had faster growth in English reading from kindergarten to Grade 5. Results also showed that children with high early Spanish reading were more likely to be a member of the classes with the highest initial English reading scores and fastest growth rates. However, kindergarten English oral proficiency was not related to trajectories of English reading. Our findings highlight that early Spanish reading skill is an important factor in identifying EB children who may be at risk for reading difficulties later in elementary school.

Details

Language :
English
ISSN :
0022-0663 and 1939-2176
Volume :
116
Issue :
1
Database :
ERIC
Journal :
Journal of Educational Psychology
Publication Type :
Academic Journal
Accession number :
EJ1407956
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1037/edu0000824