The current research aims to predict L1 Papiamento and L2 Dutch reading comprehension development in 180 children in the upper primary grades (4–6) in a post-colonial Caribbean context from initial language of decoding instruction, cognitive and linguistic child characteristics, and linguistic transfer. Overall, children showed better reading comprehension proficiency in L1 as compared to L2 Dutch. Over the grades, strong autoregression effects in reading comprehension development in both languages were evidenced. Language of decoding instruction was found to predict L2 reading comprehension, but not L1 reading comprehension. The development of L2 reading comprehension showed better outcomes in the case of initial decoding instruction in L2. Word decoding, reading vocabulary, and grammar in respectively L1 and L2 were related to L1 and L2 reading comprehension in Grade 4, while L2 reading comprehension was additionally related to L2 basic oral vocabulary. Moreover, only reading vocabulary was related to L1 and L2 reading comprehension development across the grades. Finally, evidence of cross-linguistic interdependencies in the development of reading comprehension in L1 and L2 was found.

中文翻译：

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预测后殖民背景下的 Papiamento 和荷兰语阅读理解发展


目前的研究旨在从解码教学的初始语言、认知和语言儿童特征以及语言迁移等方面，预测后殖民加勒比背景下 180 名小学高年级 （4-6） 儿童的 L1 Papiamento 和 L2 Dutch 阅读理解发展。总体而言，与 L2 荷兰语相比，儿童在 L1 中表现出更好的阅读理解能力。在成绩中，两种语言的阅读理解发展都证明了强大的自回归效应。发现解码教学语言可以预测 L2 阅读理解，但不能预测 L1 阅读理解。在 L2 初始解码指令的情况下，L2 阅读理解的发展显示出更好的结果。L1 和 L2 的单词解码、阅读词汇和语法分别与 4 年级的 L1 和 L2 阅读理解相关，而 L2 阅读理解还与 L2 基本口语词汇相关。此外，只有阅读词汇与各年级的 L1 和 L2 阅读理解发展有关。最后，发现了 L1 和 L2 阅读理解发展中存在跨语言相互依赖性的证据。