The relationship between reading comprehension and reading fluency for linguistically diverse learners continues to be a topic of education research. The problem is third and fourth-grade second-language learners possess adequate reading fluency skills but demonstrate distinct reading comprehension difficulties compared to native English-speaking…

The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…

Purpose: Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and…

Socioemotional constructs have been receiving increased attention as contributors to individuals' literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English…

Socio-emotional constructs have been receiving increased attention as contributors to children's literacy development. However, in comparison to positive socio-emotional constructs, negative socio-emotional constructs have been understudied with respect to their role in reading achievement in both dual language learners (DLLs) and English speakers…

This study was designed to examine the developmental course of the suffix frequency effect and its role in the development of automatic morpho-lexical access. In Spanish, a highly transparent language from an orthographic point of view, this effect has been shown to be facilitative in adults, but the evidence with children is still inconclusive. A…

This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed…

The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569…

Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…

Success in mathematics contributes to children's future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children's mathematics achievement and…

Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking…

This study investigated the relationship among home language use, parents' beliefs about dual language development, and Spanish-speaking children's vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190) -- Kindergarten…

Proficient writing performance in English requires multiple cognitive skills, which can be particularly challenging for English Learners (ELs). However, compared with reading and mathematics, there have been fewer scientific inquiries that explore the relationship between cognitive components and writing. The purpose of this study was to examine…