Measurement of oral language and literacy skills in English language learners

The purpose of the current study was to examine the relationship between English oral language proficiency and English early literacy skills. It was hypothesized that English oral language proficiency would significantly predict later English early literacy skills. Likewise, it was hypothesized that English early literacy skills would significantly predict later English oral language proficiency. Measures of English oral language proficiency and English early literacy skills were collected at three time points. Participants ( N = 31) were in Grades 1 through 3, identified as Mexican, spoke Spanish as their first language, and attended a Migrant Education Program. Multiple regression analyses were used to investigate the relationship between English oral language proficiency and English early literacy skills over time. When controlling for the variance accounted for by age and the previous measure of literacy outcomes, English oral language proficiency was not a significant predictor of later literacy outcomes. Previous measures of English early literacy skills accounted for the most variance. Likewise, when controlling for the variance accounted for by age and the previous measure of English oral language proficiency, English early literacy skills were not significant predictors of later English oral language proficiency. Previous measures of English oral language proficiency outcomes accounted for the most variance. Age also was found to be a significant predictor of later language and literacy outcomes. Future directions for research are discussed.