The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development

ABSTRACT

The association between monolingual children’s early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of preschool, low-income Latino English language learners’ (N = 112) spring vocabulary and literacy skills. Only children’s English language skills at the start of preschool, not Spanish or conceptual vocabulary (child received credit for knowledge of word in either English or Spanish), were significant predictors of subsequent vocabulary and literacy scores. In addition, vocabulary and language comprehension together accounted for more variance in spring performance than vocabulary alone. Finally, data from a small subset of parents (N = 21) suggested that the children’s Spanish skills were being maintained through activities at home. Discussion focuses on the application of findings to assessment and practice in the preschool classrooms.

KEYWORDS:

• English language learners
• language and early literacy development
• preschoolers

Acknowledgements

We thank Sumit Bose, Brittany Cesar, Mindy Cleveland, Kavita Chana, Ashley Crowner, Armeta Dastyar, Amanda Gonnsen, Kierra Gregory, Elyse Grossman, Julie Grossman, Lauren Hall, Benjamin Hong, Danielle Jackson, Erika Johnson, Cathalina Juarez, Janice Keung, Avneet Kumar, Katherine Moler, Cierra Moyd, Manica Ramos, Amber Savage, Ziad Seyoum, Sarah Stark, Paula Strassle, Edna Tembeli, Joy Thompson, Mauria Uhlik, Sol Ye and Lannie Zelaya for their assistance.

Notes on contributors

Susan Sonnenschein is a developmental psychologist at the University of Maryland, Baltimore County. Her research focuses on ways to promote the academic success of children from different demographic backgrounds (e.g., low income, minority, ELL). Much of her research has focused on children's language, reading, and math development.

Shari R. Metzger is a doctoral student in the Applied Developmental Psychology program at the University of Maryland, Baltimore County. Her research interests include schooling and educational development, childrens conceptions of mathematics and how those conceptions relate to home experiences and achievement, curriculum development and program evaluation.

Rebecca Dowling has an M.A. in Applied Developmental Psychology from the University of Maryland, Baltimore County. Her research examines the associations between early childhood classroom practices and emergent literacy development in diverse populations.

Linda Baker is a professor of psychology at the University of Maryland, Baltimore County. Her research interests fall in the broad areas of educational contexts of development with specific focus including literacy development, instructional interventions, meta-cognition, motivation for reading, and parents' beliefs and practices. She is a fellow of the American Psychological Association and the American Educational Research Association.