In this study, we investigated the concurrent
and longitudinal relationships between vocabulary and
word reading across Spanish and English. One hundred and
seventeen 4- to 5-year-old Spanish–English bilingual
children attending Head Start programs in the United States
were tested for their Spanish and English word reading
twice, 5 months apart. We also tested the children’s
Spanish and English vocabulary and phonological aware￾ness at Time 1. We used multiple regression models to
examine the predictive value of vocabulary to word reading
cross-linguistically and longitudinally. Results showed that
within (Spanish or English) language and concurrent pre￾dictions were stronger than cross-language and longitudinal
predictions; however, Spanish vocabulary was a significant
and unique predictor of English word reading longitudi￾nally. Spanish phonological awareness also played an
important role in the relationship between vocabulary and
word reading. Our results suggest that helping Spanish￾speaking children build their Spanish vocabulary can also
improve their English word reading ability.

j235

Perpustakaan FITK Pusat

Tersedia

• The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children

Share :