Journal of speech, language, and hearing research : JSLHR · 2026
Prekindergarten and Kindergarten Predictors of Reading Comprehension in Monolingual English and Spanish-English Bilingual Sixth Graders.
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Gray Shelley, Davies Robert, Thompson Marilyn, Restrepo Maria Adelaida, Bridges Mindy, Romeo Savannah, Hu Jinxiang, Cain Kate
Аннотация
PURPOSE: Poor reading comprehension performance by children in the United States is a continuing concern. Early identification and intervention can reduce the number of children with significant reading problems. We documented prekindergarten and kindergarten predictors of Grade 6 reading comprehension for English monolingual and Spanish-English bilingual groups and identified measures available to educators to flag children at risk for future reading comprehension problems.
METHOD: In Grade 6, children in the monolingual (n = 88) and bilingual (n = 95) groups completed a reading comprehension measure. These children were in a longitudinal study with previously completed code-related, vocabulary, grammar, listening comprehension, higher level language, working memory, and nonverbal IQ measures in prekindergarten and kindergarten.
RESULTS: Data were analyzed separately by language group. We fit a series of Bayesian mixed-effects models incorporating prekindergarten and kindergarten measures as predictors. For the monolingual group, the most promising prekindergarten predictor was letter identification, and the most promising kindergarten predictors were vocabulary, grammar/morphology, and listening comprehension. For the bilingual group, the most promising prekindergarten predictors were English vocabulary, listening comprehension in Spanish, and memory updating in Spanish, and the most promising kindergarten predictor was English vocabulary.
CONCLUSIONS: We suggest measures that could be administered in prekindergarten and kindergarten to flag students who may be at risk for future reading comprehension problems. We review other steps that schools and families may take to prevent reading comprehension problems.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.32885270.
METHOD: In Grade 6, children in the monolingual (n = 88) and bilingual (n = 95) groups completed a reading comprehension measure. These children were in a longitudinal study with previously completed code-related, vocabulary, grammar, listening comprehension, higher level language, working memory, and nonverbal IQ measures in prekindergarten and kindergarten.
RESULTS: Data were analyzed separately by language group. We fit a series of Bayesian mixed-effects models incorporating prekindergarten and kindergarten measures as predictors. For the monolingual group, the most promising prekindergarten predictor was letter identification, and the most promising kindergarten predictors were vocabulary, grammar/morphology, and listening comprehension. For the bilingual group, the most promising prekindergarten predictors were English vocabulary, listening comprehension in Spanish, and memory updating in Spanish, and the most promising kindergarten predictor was English vocabulary.
CONCLUSIONS: We suggest measures that could be administered in prekindergarten and kindergarten to flag students who may be at risk for future reading comprehension problems. We review other steps that schools and families may take to prevent reading comprehension problems.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.32885270.