| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 363737 | Journal of School Psychology | 2008 | 17 Pages |
Abstract
The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological awareness, expressive vocabulary, receptive vocabulary, and syntax in both English and Spanish. The results showed that within language contributions of expressive vocabulary and syntax best predicted literacy when compared to phonological awareness measures.
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
H. Lee Swanson, Kelly Rosston, Michael Gerber, Emily Solari,