Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners

Abstract

The purposes of this study were to evaluate the within- and cross-language relations of components of the simple view of reading and to evaluate correlates of reading comprehension and word-problem solving skills in a sample of Spanish-speaking dual language learners (DLLs). Seventy-two Spanish-speaking DLLs in first and second grade completed measures of decoding, vocabulary knowledge, reading comprehension, and word-problem solving skills in Spanish and English. Results indicated that decoding skills and expressive vocabulary knowledge significantly predicted reading comprehension outcomes within-languages. Additionally, there was a significant direct effect of Spanish expressive vocabulary on English reading comprehension, suggesting the possibility for interdependence of literacy-related skills across languages. Results of analysis of word-problem solving outcomes indicated that decoding and expressive vocabulary knowledge were equally predictive of reading comprehension and word-problem solving skills. These findings have important implications for assessment and intervention of reading and mathematics skills of DLLs.