Child Care and Early Education Research Connections

Skip to main content

Examining the relationship between emergent literacy skills and invented spelling in prekindergarten Spanish-speaking dual language learners

The purpose of the present study was to examine associations among English and Spanish emergent literacy skills of prekindergarten (pre-K) Spanish-speaking dual language learners in relation to their English invented spelling. Study participants included 141 Spanish-speaking 4-year-old children enrolled in state-funded pre-K programs in a large urban city located in the Southeast. All children were receiving English-only instruction. Children's Spanish and English receptive vocabulary and code-related skills were assessed in the fall and spring of their pre-K year, but their invented spelling was assessed only in the spring. Research Findings: Analyses revealed significant correlations among children's English and Spanish receptive vocabulary as well as English and Spanish early code-related skills in the fall and spring of the school year. Hierarchical regression analyses revealed direct contributions of children's English vocabulary and growth in Spanish code-related skills across the year to children's English invented spelling in the spring of the school year. This analysis also revealed that associations between children's English code-related skills and invented spelling appear to work through Spanish code-related skills. Practice or Policy: In order to promote young dual language learners' English invented spelling skills, early childhood educators should seek to support children's English vocabulary and English and Spanish code-related emergent literacy skills. (author abstract)
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers

Reports & Papers

Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed delivery system of public preschool

Reports & Papers

Change in language and literacy knowledge for Spanish–English dual language learners at school-entry: Analyses from three studies

Reports & Papers

Associations between social skills, inattention, and English vocabulary skills of preschool Latinx dual language learners

Reports & Papers
Release: 'v1.28.0' | Built: 2023-04-17 15:59:38 EDT