Abstract
A sample of 72 Spanish-speaking dual language learners (DLLs) in first and second grade completed measures of reading comprehension, decoding, vocabulary, and word-problem solving skills in Spanish and English. The results showed that students' decoding skills and expressive vocabulary knowledge was significantly related to their reading comprehension outcomes within the same language. There also was evidence of a direct effect of Spanish expressive vocabulary on English reading comprehension, suggesting possible interdependence of literacy-related skills across languages. An analysis of the word-problem solving outcomes indicated decoding and expressive vocabulary knowledge were equally predictive of reading comprehension and word-problem solving skills.
Topics
Vocabulary
Reading
Oral Language