Resumen de Early first-language reading and spelling skills predict later second-language reading and spelling skills
Richard L. Sparks, Jon M. Patton, Leonore Ganschow, Nancy Humbach, James Javorshy
This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension administered in the 1st through 5th grades were used as predictors of L2 reading (word decoding, comprehension) and spelling skills in high school. The best predictor of L2 decoding skill was a measure of L1 decoding, and the best predictors of L2 spelling were L1 spelling and L1 phonological awareness. The best predictor of L2 reading comprehension was a measure of L1 reading comprehension. When L2 word decoding skill replaced L1 word decoding as a predictor variable for L2 reading comprehension, results showed that L2 word decoding was an important predictor of L2 reading comprehension. The findings suggest that even several years after students learn to read and spell their L1, word decoding, spelling, and reading comprehension skills transfer from L1 to L2.
