Abstract
Purpose: The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade.Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, first, second, and third grade.Results: Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension.Discussion: This study provides a comprehensive view of the language resources that Spanish–English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications.Supplemental Material S1. Confirmatory factor analysis for kindergarten.Supplemental Material S2. Confirmatory factor analysis for Grade 1.Supplemental Material S3. Confirmatory factor analysis for Grade 2.Supplemental Material S4. Models for kindergarten predicting Grade 3 reading comprehension.Supplemental Material S5. Models for Grade 1 predicting Grade 3 reading comprehension. Supplemental Material S6. Models for Grade 2 predicting Grade 3 reading comprehension.Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado, G. (2021). English and Spanish predictors of Grade 3 reading comprehension in bilingual children. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-20-00379
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