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  • Title: Contributions of bilingual home environment and language proficiency on children's Spanish-English reading outcomes.
    Author: Wagley N, Marks RA, Bedore LM, Kovelman I.
    Journal: Child Dev; 2022 Jul; 93(4):881-899. PubMed ID: 35289947.
    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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