Is native-language decoding skill related to second-language learning?

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The authors investigated the mechanisms through which native-language word decoding ability predicted individual differences in native- and second-language learning. First, native-language decoding skill predicted college-age adults’ native-language competency. However, this direct relationship was mediated by native-language vocabulary skill. Second, native-language decoding skill also predicted secondlanguage competency. Furthermore, this relationship was mediated by participants’ second-language word decoding ability. Third, native-language decoding was also an important predictor of course grade in the 1st quarter of Introductory Spanish. These results are consistent with the hypothesis that second-language learning is founded on native-language phonological– orthographic ability among college-age adults, especially during the early stages of second-language learning. As our society becomes increasingly multilingual and learning a second language becomes more necessary, we were motivated to investigate the question: Which skills make some people faster and more efficient learners of a second language? We begin to address this question by first reviewing the current literature on children’s development of their native language as this literature provides clues to the factors that may also be important to second-language learning.