Dual-Language Books’ Potential Affordances for Biliteracy Development: Measuring Oral Reading Fluency and Comprehension

Abstract

Dual-language books’ (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs’ potential affordances. Although there were no significant differences in oral reading fluency or reading comprehension measures by the language printed first, there was some evidence of holistic bilingual processing. Students’ English fluency scores were also significantly higher than their Spanish scores. Findings indicate needs for more research about DLBs and potentially for increased attention to Spanish literacy skills in U.S. dual-language programs.