Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

Wagley, Neelima; Marks, Rebecca A; Bedore, Lisa M; Kovelman, Ioulia

doi:10.1111/cdev.13748

Cited by 23Reading and Literacy DevelopmentLanguage Development and DisordersMultilingual Education and Policy

Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

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Wagley, Neelima, Marks, Rebecca A, Bedore, Lisa M, Kovelman, Ioulia·2022·Child Development

DOI 10.1111/cdev.13748PMC PMC9619386

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Abstract

This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 = .89) and Spanish (R2 = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition.

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Wagley et al. (2022) indicated the prediction of L1 reading comprehension from L2 word reading.
“By contrast, a study by Wagley et al. (2022) on Spanish-English children indicated the prediction of L1 reading comprehension from L2 word reading.”
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Authors: Wagley, N., Marks, R. A., Bedore, L. M., & Kovelman, I.
Affiliations: Vanderbilt University (US)
University of Michigan (US)
Temple University (US)
Corresponding author: Wagley, Neelima
ORCID: Wagley, Neelima
Marks, Rebecca A
Bedore, Lisa M
Kovelman, Ioulia
Venue: Child Development
Publisher: Oxford University Press (OUP)
Published: 2022-07-01
Volume: 93
Issue: 4
Pages: 881-899
ISSN: 0009-3920 (ISSN-L)
1467-8624
DOI: 10.1111/cdev.13748
PMC: PMC9619386
OpenAlex: W4220972687
Cited by: 22
References: 89
Citations by year: 2026: 7 · 2025: 4 · 2024: 3 · 2023: 6 · 2022: 2
FWCI: 5.71
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: academic.oup.com/pages/standard-publication-reuse-rights (vor)
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Child Development (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Deep Blue (University of Michigan) (submittedVersion)
Funders: National Institute of Child Health and Human Development (R01HD078351, R01HD09249801)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Social Sciences › Linguistics and Language › Multilingual Education and Policy
Keywords: Spanish-English bilingual children, language proficiency, reading comprehension, language transfer, phonological awareness, Spanish language skills, English proficiency, Hispanic children
MeSH terms: Home Environment, Child, Female, Hispanic or Latino, Humans, Language, Male, Reading, Multilingualism

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Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes

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