Table 5.
Fixed effects parameter (SE) estimates from a series of fitted individual growth models in which English decoding, English receptive vocabulary, and English book reading predict the average English phonological awareness skill at the start of kindergarten and rate of change in English phonological awareness skill, after controlling for school, native language (L1), and language of instruction during the period between kindergarten and second grade for all children (N = 158)
| Parameter | Model 1a | Model 2b | Model 3c | Model 4d | Model 5e | Model 6f | Model 7g | Model 8h | Model 9i |
|---|---|---|---|---|---|---|---|---|---|
| Intercept | 17.31*** (0.53) | 6.49*** (0.84) | 7.09** (0.95) | 5.23*** (1.33) | 5.89** (1.73) | –56.63*** (5.69) | –55.08*** (5.81) | –52.66*** (6.26) | –57.06*** (6.30) |
| Time (months) | 0.59** (0.03) | 0.59*** (0.03) | 0.59*** (0.03) | 0.59*** (0.03) | 0.10 (0.05) | 0.01 (0.06) | 0.09 (0.07) | 0.43** (0.11) | |
| L1 | –1.33 (1.03) | –0.37 (1. 07) | –0.29 (1.08) | 1.11 (0.82) | 1.10 (0.81) | 1.02 (0.92) | 0.85 (0.92) | ||
| School 1 | –2.06 (1.83) | –2.11 (1.83) | 2.61 (1.45) | 3.48* (1.44) | 1.78 (1.70) | 1.03 (1.70) | |||
| School 2 | 2.34 (1.33) | 2.17 (1.37) | 1.80 (1.02) | 1.06 (1.04) | 1.76 (1.27) | 1.54 (1.27) | |||
| School 3 | 2.84 (2.12) | 2.22 (2.36) | 3.49 (1.77) | 4.37* (1.77) | 5.10* (2.14) | 4.64* (2.13) | |||
| School 4 | 1.83 (1.66) | 1.19 (1.98) | 1.40 (1.55) | 1.76 (1.54) | 2.16 (1.90) | 1.61 (1.89) | |||
| School 5 | 4.28* (2.02) | 3.69 (2.29) | 3.90* (1.74) | 4.20* (1.76) | 4.81* (2.17) | 4.06 (2.16) | |||
| Program | –0.70 (1.19) | –0.40 (0.99) | 0.83 (1.02) | 1.54 (1.31) | 1.24 (1.29) | ||||
| English decoding | 0.16*** (0.01) | 0.14*** (0.01) | 0.13*** (0.02) | 0.13*** (0.02) | |||||
| English vocabulary | 0.11*** (0.02) | 0.07* (0.03) | 0.06* (0.03) | ||||||
| English book reading | 0.18† (0.10) | 0.72** (0.18) | |||||||
| English book reading × Time | –0.03** (0.01) |
Note. Final model = Model 9. English phonological awareness measure is a combination of the blending and elision subtests.
Unconditional model.
Time.
L1: 1 = Spanish; 0 = Cantonese.
Schools.
Program: 1 = bilingualism; 0 = mainstream.
English decoding.
English vocabulary test.
English book reading.
English book reading × Time.
p < .10,
p < .05,
p < .01,
p < .001.