Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities

FRANCISCO PALERMO ^[1] ; ARIANA M. MIKULSKI ^[2] ; RICHARD A. FABES ^[3] ; CAROL LYNN MARTIN ^[3] ; LAURA D. HANISH ^[3]
1. [1] University of Missouri
  
  University of Missouri
  
  Township of Columbia, Estados Unidos
2. [2] Pennsylvania State University
  
  Pennsylvania State University
  
  Borough of State College, Estados Unidos
3. [3] Arizona State University
  
  Arizona State University
  
  Estados Unidos
Mostrar afiliaciones +
Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 38, Nº 2, 2017, págs. 347-370
Idioma: inglés
Texto completo no disponible (Saber más ...)

Resumen
- We examined the cross-language relations among Spanish-speaking preschoolers’ (N = 125; M age = 53 months, SD = 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they exhibited in those skills during 1 year of preschool; and the extent to which Spanish skills were associated with English skill gains. The results revealed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children exhibited gains in vocabulary, letter–word, and math skills in English, with letter–word and math skills in Spanish at the start of preschool being positively associated with the development of those skills in English. Children also gained math skills in Spanish. However, their Spanish vocabulary and letter–word skills did not appear to change. Vocabulary skills showed positive within-language relations with children's letter–word and math skills. The findings highlight cross-language linkages between Spanish-speaking preschoolers’ academic skills in English and Spanish and how Spanish skills associate with their English academic readiness.