Dissertation/Thesis Abstract

Within- and Across-language Effects of Oral Language Skills at School Entry on Later English and Spanish Reading Comprehension Growth among Early Bilinguals
by Giguere, David, Ph.D., Florida Atlantic University, 2019, 75; 13897814
Abstract (Summary)

Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed.

Indexing (document details)
Advisor: Hoff, Erika
Commitee: Bjorklund, David, Laursen, Brett, Wagner, Richard K., Wilcox, Teresa
School: Florida Atlantic University
Department: Psychology
School Location: United States -- Florida
Source: DAI-A 81/3(E), Dissertation Abstracts International
Subjects: Language, Latin American Studies, English as a Second Language
Keywords: Oral language skills, Bilingually developing children, Reading comprehension
Publication Number: 13897814
ISBN: 9781088336939
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