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Comparing Reading Profiles of Biliterate Latino/a Children in Elementary School: Evidence from the Simple View of Reading

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Title: Comparing Reading Profiles of Biliterate Latino/a Children in Elementary School: Evidence from the Simple View of Reading
Language: English
Authors: C. Patrick Proctor, Jeffrey R. Harring, Rebecca D. Silverman
Source: Grantee Submission. 2014 10:59-82.
Peer Reviewed: Y
Page Count: 24
Publication Date: 2014
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A090152
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Hispanic American Students, Elementary School Students, Reading Skills, Decoding (Reading), Reading Comprehension, Spanish Speaking, Bilingual Students, English, Language Proficiency, Grade 3, Grade 4, Grade 5, Vocabulary, Syntax, Morphology (Languages)
Geographic Terms: Massachusetts, Maryland
Assessment and Survey Identifiers: Woodcock Munoz Language Survey, Clinical Evaluation of Language Fundamentals
Abstract: In this correlational study, we analyzed data from 71 Spanish-English biliterate students in grades 3 (n=21), 4 (n=23), and 5 (n=27) with the goal of investigating the applicability of the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) in English and in Spanish for this population. The simple view posits that decoding (the ability to read words) and linguistic comprehension (the ability to understand language) both contribute uniquely in predicting reading comprehension, but that they also theoretically and statistically interact with one another. Using this model, we sought to determine whether the rea- ding process was comparable between Spanish, a transparent orthography, and English, an opaque orthography. We collected analogue measures of reading comprehension, real-word reading (a proxy for decoding), and language proficiency (measures of syntax, morphology, and broad vocabulary) in Spanish and English to model the Simple View. Results showed that, for Spanish, language skills and decoding both made significant contributions to reading comprehension, in line with theoretical predictions. However, no interactions bet- ween decoding and language were detected. In English, by contrast, decoding and language both made independent contributions to reading in addition to a significant interaction effect that showed students with weaker language skills benefitting more from decoding than students with stronger language skills.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Access URL: https://www.miriadahispanica.com/revista/8e9babac7e64d14f2e385afd1de65330c99b6a01.pdf
Accession Number: ED646710
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Comparing Reading Profiles of Biliterate Latino/a Children in Elementary School: Evidence from the Simple View of Reading
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  Data: <searchLink fieldCode="AR" term="%22C%2E+Patrick+Proctor%22">C. Patrick Proctor</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+R%2E+Harring%22">Jeffrey R. Harring</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+D%2E+Silverman%22">Rebecca D. Silverman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2014 10:59-82.
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  Data: 2014
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  Data: Institute of Education Sciences (ED)
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  Data: R305A090152
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this correlational study, we analyzed data from 71 Spanish-English biliterate students in grades 3 (n=21), 4 (n=23), and 5 (n=27) with the goal of investigating the applicability of the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) in English and in Spanish for this population. The simple view posits that decoding (the ability to read words) and linguistic comprehension (the ability to understand language) both contribute uniquely in predicting reading comprehension, but that they also theoretically and statistically interact with one another. Using this model, we sought to determine whether the rea- ding process was comparable between Spanish, a transparent orthography, and English, an opaque orthography. We collected analogue measures of reading comprehension, real-word reading (a proxy for decoding), and language proficiency (measures of syntax, morphology, and broad vocabulary) in Spanish and English to model the Simple View. Results showed that, for Spanish, language skills and decoding both made significant contributions to reading comprehension, in line with theoretical predictions. However, no interactions bet- ween decoding and language were detected. In English, by contrast, decoding and language both made independent contributions to reading in addition to a significant interaction effect that showed students with weaker language skills benefitting more from decoding than students with stronger language skills.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 59
    Subjects:
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Syntax
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Massachusetts
        Type: general
      – SubjectFull: Maryland
        Type: general
      – SubjectFull: Woodcock Munoz Language Survey
        Type: general
      – SubjectFull: Clinical Evaluation of Language Fundamentals
        Type: general
    Titles:
      – TitleFull: Comparing Reading Profiles of Biliterate Latino/a Children in Elementary School: Evidence from the Simple View of Reading
        Type: main
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          Name:
            NameFull: C. Patrick Proctor
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            NameFull: Jeffrey R. Harring
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            NameFull: Rebecca D. Silverman
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              Type: published
              Y: 2014
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            – Type: volume
              Value: 10
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            – TitleFull: Grantee Submission
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