We studied the Papiamento (L1) and Dutch (L2) reading of 293 fourth grade students in the postcolonial Dutch Caribbean, where L1 just latterly has been introduced into the school curriculum. We examined the effect of language of alphabetization (L1 first vs L2 first) and other L1 and L2 cognitive-linguistic predictors on reading skills. The results show that children's mother tongue, Papiamento, occupies a strong position in both the cognitive-linguistic precursors to learning to read and in the reading comprehension outcomes. In general, higher Papiamento predictor scores and Papiamento reading comprehension were found. However, children's word decoding was generally higher in Dutch. Phonological awareness and rapid naming predicted Papiamento word decoding, vocabulary, phonological awareness, and rapid naming and word span predicted Dutch decoding. Word decoding predicted reading comprehension in Papiamento and grammar predicted reading comprehension in Dutch. There was evidence of linguistic interdependencies for decoding and reading comprehension between languages.

我们研究了后殖民荷兰加勒比地区的 293 名四年级学生的帕皮阿门托语 (L1) 和荷兰语 (L2) 阅读，L1 刚刚被引入学校课程。我们检查了按字母顺序排列的语言（L1 优先 vs L2 优先）和其他 L1 和 L2 认知语言预测因子对阅读技能的影响。结果表明，儿童的母语帕皮阿门托语在学习阅读的认知语言前兆和阅读理解结果中都占有重要地位。一般来说，发现了更高的 Papiamento 预测分数和 Papiamento 阅读理解。然而，荷兰语中儿童的单词解码率普遍较高。语音意识和快速命名预测了帕皮阿门托词解码、词汇、语音意识、快速命名和单词跨度预示着荷兰语解码。单词解码预测了帕皮阿门托语的阅读理解，语法预测了荷兰语的阅读理解。有证据表明语言之间的解码和阅读理解存在语言相互依赖性。