Long-term impact of L1 reading achievement on later L2 reading achievement: The mediating role of L2 aptitude and L1 print exposure

Abstract

This study examined the long-term effect of L1 reading achievement on L2 reading achievement while assessing the mediating roles of L1 print exposure and L2 aptitude measured by the Modern Language Aptitude Test (MLAT). Structural equation modeling was used to determine the direct and indirect effects of L1 reading achievement on L2 reading achievement for 307 U.S. secondary-level Spanish students. Results showed that L1 reading achievement directly predicted students’ initial level of L2 reading achievement, but not growth in L2 reading achievement over time. L1 print exposure was found to be a significant mediator between L1 and both initial level and L2 reading achievement and predicted growth of L2 reading achievement. Likewise, L2 aptitude (MLAT) was a significant mediator between L1 reading achievement and initial level and growth of L2 reading achievement over three years of Spanish. The results suggest that reading volume in L1 may play an important role in the development of L2 literacy and that the MLAT measures skills important for literacy development. Implications focus on how L2 teachers can improve learners’ L2 reading achievement.