This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born first and third grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs reading comprehension. We first examined whether a gap was evident between the various conceptualizations of vocabulary and English word reading. Then, using structural equation modeling, we investigated the influence of the various conceptualizations of vocabulary on English reading comprehension, accounting for English word reading skills. Finally, we examined the potential contributions of DLLs home language environments. Results revealed that the gap between English word reading and vocabulary varied as a function of the conceptualization of vocabulary. Further, English word reading emerged as the robust contributor to childrens English reading comprehension, with no significant influence of receptive vocabulary, regardless of how it was conceptualized. Finally, and contributing to a nascent area of research, attention to DLLs home language use practices suggests that the productive language domain (i.e., childrens own home language use) may represent an important contributor to English reading comprehension among DLLs from Spanish-speaking homes. We discuss theoretical and practical implications.

This study investigated the relationship among home language use, parents beliefs about dual language development, and Spanish-speaking childrens vocabulary knowledge. Parents (n = 162) completed a questionnaire about their home language use and beliefs about dual language development, and elementary-age children (N = 190)-Kindergarten (M age = 5.71, SD = .56), second grade (M age = 7.52, SD = .31), and fourth grade (M age = 9.35, SD = .45)-completed conceptually-scored vocabulary assessments. Principal component analyses revealed that Spanish-speaking parents beliefs about dual language development are heterogeneous. Further, parents beliefs can be characterized differently according to their childrens English proficiency designations and grade levels. Structural equation modeling analyses revealed that the Bilingual Facility parental belief factor was associated with home language use practices, which in turn were associated with childrens vocabulary. However, this association only applied to limited English proficient students and their parents. These results underscore the importance of attending to Spanish-speaking parents beliefs, as they appear to relate to home language use practices and, importantly, they also relate to their childrens vocabulary achievement.

Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners conceptually-scored Spanish-English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually-scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually-scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually-scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually-scored measure of expressive vocabulary. Importantly, the relationship between conceptually-scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.