694
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

, &

References

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print: Cambridge, MA: MIT Press.
  • August, D., Calderón, M., & Carlo, M. S. (2002). Transfer of skills from Spanish to English: A study of young learners. Washington, DC: Center for Applied Linguistics.
  • August, D., & Shanahan, T. ( Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.
  • Austin, P., & Brunner, L. (2003). Type I error inflation in the presence of a ceiling effect. The American Statistician, 57, 97–104.
  • Badian, N. (2001). Phonological and orthographic processing: Their roles in reading prediction. Annals of Dyslexia, 51, 179–202.
  • Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, spelling, and vocabulary instruction (5th ed.). Upper Saddle River, NJ: Pearson.
  • Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38–50.
  • Chiappe, P., Siegel, L. S., & Gottardo, A. (2002a). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95–116.
  • Chiappe, P., Siegel, L. S., & Wade-Woolley, L. (2002b). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369–400.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
  • Cohen, J., Cohen, P., West, S., & Aiken, L. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum.
  • Comeau, L., Cormier, P., Grandmaison, É., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43.
  • Durgunoglu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204.
  • Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
  • Durgunoglu, A. Y., & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281–299.
  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188.
  • Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163–179.
  • Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39, 37–70.
  • Ford, K. L., Cabell, S. Q., Konold, T. R., Invernizzi, M., & Gartland, L. B. (2013). Diversity among Spanish-speaking English language learners: Profiles of early literacy skills in kindergarten. Reading and Writing: An Interdisciplinary Journal, 26, 889–912. doi:10.1007/s11145-012-9397-0
  • Gottardo, A., Collins, P., Baciu, I., & Gebotys, R. (2008). Predictors of grade 2 word reading and vocabulary learning from grade 1 variables in Spanish-speaking children: Similarities and differences. Learning Disabilities Research and Practice, 23, 11–24.
  • Gottardo, A., & Mueller, J. (2009). Are first- and second-language factors related in predicting reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101, 330–344.
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
  • Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.
  • Helman, L. A. (2005). Using literacy assessment results to improve teaching for English-language learners. The Reading Teacher, 58, 668–677.
  • Helman, L. A., & Bear, D. R. (2007). Does an established model of orthographic development hold true for English learners? In D. W. Rowe, R. T. Jiménez, D. L. Compton, D. K. Dickinson, Y. Kim, K. M. Leander, & V. J. Risko ( Eds.), 56th yearbook of the National Reading Conference (pp. 266–280). Oak Creek, WI: National Reading Conference.
  • Hemphill, F. C., & Vanneman, A. (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2011-459). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Henderson, E., & Beers, J. (1980). Developmental and cognitive aspects of learning to spell. Newark, DE: International Reading Association.
  • Hiebert, E. H., & Taylor, B. M. (2000). Beginning reading instruction: Research on early interventions. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr ( Eds.), Handbook of reading research (Vol. III, pp. 455–482). Mahwah, NJ: Erlbaum.
  • Howard, E. R., Arteagoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. M. (2006). The development of the English developmental contrastive spelling test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly, 40, 399–420.
  • Huang, F. L., & Konold, T. R. (2013). A latent variable investigation of the Phonological Awareness Literacy Screening-Kindergarten assessment: Construct identification and multigroup comparisons between Spanish-speaking English-language learners (ELLs) and non-ELL students. Language Testing, 31, 205–221. doi:10.1177/0265532213496773
  • Hussar, W. J., & Bailey, T. M. (2011). Projections of education statistics to 2020 (NCES 2011-026). Washington, DC: U.S. Government Printing Office, U.S. Department of Education, National Center for Education Statistics.
  • Invernizzi, M., Juel, C., Swank, L. K., & Meier, J. (2009). Phonological Awareness Literacy Screening (PALS)-K technical reference. Charlottesville, VA: University of Virginia.
  • Invernizzi, M., Meier, J., & Juel, C. (2009). Phonological Awareness Literacy Screening (PALS): Grades 1–3. Charlottesville, VA: University of Virginia.
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437–447.
  • Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170–1204.
  • Klein, S. P., Hamilton, L. S., McCaffrey, D. F., & Stecher, B. M. (2000). What do test scores in Texas tell us? Education Policy Analysis Archives, 8(49), 1–22.
  • Lesaux, N. K., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan ( Eds.), Developing literacy in second language-learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 75–122). Mahwah, NJ: Erlbaum.
  • Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99, 821–834.
  • Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019.
  • Linklater, D. L., O’Connor, R. E., & Palardy, G. J. (2009). Kindergarten literacy assessment of English only and English language learner students: An examination of the predictive validity of three phonemic awareness measures. Journal of School Psychology, 47, 369–394.
  • Lipka, O., & Siegel, L. S. (2011). The development of reading comprehension skills in children learning English as a second language. Reading and Writing, 25, 1873–1898.
  • Mancilla-Martínez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology, 102, 701–711.
  • Mancilla-Martínez, J., & Lesaux, N. K. (2011). The gap between Spanish speakers’ word reading and word knowledge: A longitudinal study. Child Development, 82, 1544–1560.
  • Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K–2 in Spanish-speaking English language learners. Learning Disabilities Research & Practice, 19, 214–224.
  • Mathes, P. G., Pollard-Durodola, S. D., Cárdenas-Hagan, E., Linan-Thompson, S., & Vaughn, S. (2007). Teaching struggling readers who are native Spanish speakers: What do we know? Language, Speech, and Hearing in Schools, 38, 260–271.
  • McBride-Chang, C. (1998). The development of invented spelling. Early Education & Development, 9, 147–160.
  • McBride-Chang, C., & Ho, C. S.-H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9, 117–144.
  • McBride-Chang, C., & Kail, R. V. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392–1407.
  • Morris, D., Bloodgood, J., Lomax, C., & Perney, J. (2003a). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38, 302–328.
  • Morris, D., Bloodgood, J., & Perney, J. (2003b). Kindergarten predictors of first- and second-grade reading achievement. The Elementary School Journal, 104, 93–109.
  • Murnane, R., & Willett, J. (2011). Methods matter. New York, NY: Oxford University Press.
  • Muter, V., Hulme, C., & Snowling, M. J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665–681.
  • Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2010). Development of reading skills from K–3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25, 537–567.
  • National Center for Education Statistics. (2011). The Nation’s Report Card: Reading 2011 (NCES 2012-457). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Paéz, M., & Rinaldi, C. (2006). Predicting English word reading skills for Spanish-speaking students in first grade. Topics in Language Disorders, 26, 338–350.
  • Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184–202.
  • Pearson, P. D., & Hiebert, E. H. (2010). National reports in literacy: Building a scientific base for practice and policy. Educational Researcher, 39, 286–294.
  • Proctor, C. P., August, D., Carlo, M. S., & Snow, C. E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159–169.
  • Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25, 1635–1664.
  • Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2001). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85–109.
  • Rosenthal, R., & Jacobson, L. F. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York, NY: Holt, Rinehart & Winston.
  • Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute ( Eds.), Specific reading disability: A view of the spectrum (pp. 75–119). Timonium, MD: York Press.
  • Scarborough, H. S. (2000, September). Predictive and causal links between language and literacy development: Current knowledge and future direction. Paper presented at the workshop on emergent and early literacy: Current status and research direction, Rockville, MD.
  • Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 264–282.
  • Snijders, T., & Bosker, R. (2012). Multilevel analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Snow, C. E., Burns, M. S., & Griffin, P. ( Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Speece, D. L., Ritchey, K., Cooper, D. H., Roth, F. P., & Schatschneider, C. (2004). Growth in early reading skills from kindergarten to third grade. Contemporary Educational Psychology, 29, 312–332.
  • Templeton, S., & Morris, D. (2000). Spelling. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr ( Eds.), Handbook of Reading Research (Vol. 3, pp. 525–543). Mahwah, NJ: Erlbaum.
  • Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7–26.
  • Torgesen, J. K., & Davis, C. (1996). Individual difference variables that predict response to training in phonological awareness. Journal of Experimental Child Psychology, 63, 1–21.
  • Treiman, R., Cassar, M., & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Journal of Experimental Child Psychology, 65, 1318–1337.
  • Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., … Francis, D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. The Elementary School Journal, 107, 153–180.
  • Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, 21, 437–480. doi:10.1007/s11145-007-9098-2
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.
  • Warley, H., Landrum, T., Invernizzi, M., & Justice, L. (2005). Prediction of first grade reading achievement: A comparison of kindergarten predictors. In B. Maloch, J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, & J. Worthy ( Eds.), National Reading Conference yearbook (pp. 428–442). Oak Creek, WI: National Reading Conference.
  • Willingham, D. T. (2006). How knowledge helps. American Educator, 30(1), 30–37.
  • Yesil-Dagli, U. (2011). Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills. Early Childhood Research Quarterly, 26, 15–29.
  • Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.