L1 and L2 contributions to English reading in middle school struggling readers

This study evaluated English and Spanish language proficiency, and balance among these proficiencies, in relation to reading achievement in a sample of 161 middle school current and former English learners known to be struggling readers. Students were administered English and Spanish language assessments and also reported on their language usage; English reading outcomes (word reading, reading fluency, reading comprehension) were also assessed. Findings support the role of English proficiency in all three reading outcomes in this population. However, Spanish language skills, or indices that reflected the relative balance of these proficiencies, were not uniquely predictive. The present study adds nuance to the current literature and offers considerations for future work.