Abstract
The present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while accounting for important covariates, such as working memory, cognitive flexibility, English language proficiency, basic literacy skills, and demographic information. Moreover, we conducted multi-group RI-CLPM analyses to examine whether language status (being bilingual or monolingual) moderates the longitudinal relation between domain knowledge and reading. The results showed that the relation between domain knowledge and reading is bidirectional and positive throughout the elementary years, providing empirical evidence that domain knowledge and reading may mutually enhance with each other. In addition, language status did not moderate the relation between domain knowledge and reading, suggesting that the directionality and magnitude of the relation were similar between bilingual and monolingual students. Taken together, the results have important implications for integrating content knowledge and English language arts core instruction in elementary grades.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 59-77 |
| Number of pages | 19 |
| Journal | Reading Research Quarterly |
| Volume | 58 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2023 |
Bibliographical note
Funding Information:The research reported here was supported by the President’s Postdoctoral Fellowship Program (PPFP) at the University of Minnesota awarded to H. Hwang. Writing of this article was funded in part by grant numbers R305A170242, R305A220107 from the U.S. Department of Education to the University of Minnesota, the Stern Family Professor of Reading Success from the University of Minnesota College of Education and Human Development to K. L. McMaster, and the Guy Bond Chair in Reading from the University of Minnesota College of Education and Human Development to P. Kendeou. We would like to thank PPFP, U.S. Department of Education, and University of Minnesota College of Education and Human Development for the financial support for the present study. The opinions expressed are those of the authors and do not represent views of the program or institutions.
Publisher Copyright:
© 2022 The Authors. Reading Research Quarterly published by Wiley Periodicals LLC on behalf of International Literacy Association.