Exploring Cross‐Domain Relations in Language and Literacy Profiles of Latine Bilingual Language Learners in the U.S.
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| Title: | Exploring Cross‐Domain Relations in Language and Literacy Profiles of Latine Bilingual Language Learners in the U.S. |
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| Authors: | López, Lisa M. (AUTHOR), Arch, Dina A. N. (AUTHOR), Foster, Matthew E. (AUTHOR), Nylund‐Gibson, Karen (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Oct-Dec2025, Vol. 60 Issue 4, p1-15. 15p. |
| Subjects: | LITERACY, BILINGUAL education, LANGUAGE ability, HISPANIC American children, BILINGUAL students, EARLY childhood education, BILINGUALISM, ACADEMIC achievement |
| Geographic Terms: | UNITED States |
| Abstract: | Bilingual children in the United States (U.S.) develop oral language and literacy skills within and across the languages they are engaged in at home, school, and the community with differing levels of proficiency and dominance. Research has considered both language and literacy skills together in determining learner profiles for bilingual children enrolled in U.S. schools. In the current study, latent profile analysis (LPA) was used to conduct separate learner profiles for language and literacy with 320 Latine Spanish–English bilingual preschool children (Mage = 5.09, SD = 0.38; female = 54%) in the Southeastern U.S., separating the influence of language on literacy skills. A joint occurrence model using latent transition analysis then determined how the different profiles of language learners transitioned to literacy groups. Findings showed that approximately 84% of the children in the Spanish‐dominant profile exhibited low literacy skills, whereas 34% of balanced average bilinguals exhibited high literacy skills. Spanish‐dominant children in predominantly English‐speaking preschool classrooms are not obtaining the literacy skills needed to be successful in formal schooling. Early childhood programs should introduce early literacy skills in the children's home language while building children's oral language skills in English. Bilingual instruction is critical in promoting the academic achievement of all children. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Teacher Reference Center |
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| Abstract: | Bilingual children in the United States (U.S.) develop oral language and literacy skills within and across the languages they are engaged in at home, school, and the community with differing levels of proficiency and dominance. Research has considered both language and literacy skills together in determining learner profiles for bilingual children enrolled in U.S. schools. In the current study, latent profile analysis (LPA) was used to conduct separate learner profiles for language and literacy with 320 Latine Spanish–English bilingual preschool children (Mage = 5.09, SD = 0.38; female = 54%) in the Southeastern U.S., separating the influence of language on literacy skills. A joint occurrence model using latent transition analysis then determined how the different profiles of language learners transitioned to literacy groups. Findings showed that approximately 84% of the children in the Spanish‐dominant profile exhibited low literacy skills, whereas 34% of balanced average bilinguals exhibited high literacy skills. Spanish‐dominant children in predominantly English‐speaking preschool classrooms are not obtaining the literacy skills needed to be successful in formal schooling. Early childhood programs should introduce early literacy skills in the children's home language while building children's oral language skills in English. Bilingual instruction is critical in promoting the academic achievement of all children. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.70072 |
