Reading-related skills of kindergartners from diverse linguistic backgrounds

  • Chiappe P
  • Siegel L
  • Gottardo A
  • 63


    Mendeley users who have this article in their library.
  • 63


    Citations of this article.


This study examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phono-logical and language processing at the beginning and end of kindergarten were administered to 540 native English speakers (NS), 59 bilingual children (BL), and 60 children whose initial exposure to English was when they began school (ESL). Although the BL and ESL children performed more poorly than the NS children on most measures of phonological and linguistic processing, the acquisi-tion of basic literacy skills for children with different language backgrounds developed in a similar manner. Furthermore, planned contrasts between the language groups did not explain the variance in the children's literacy performance in May. Instead, alphabetic knowledge and phonological pro-cessing were important contributors to early reading skill. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text


  • Penny Chiappe

  • Linda S. Siegel

  • Alexandra Gottardo

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free