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Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs
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In: Front Psychol (2022)
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Parental Acculturation and Children's Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs.
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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start.
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In: Early education and development, vol 30, iss 3 (2019)
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Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten
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In: Learn Individ Differ (2019)
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Spoken language proficiency predicts print-speech convergence in beginning readers
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In: Neuroimage (2019)
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Narrative Assessments with First Grade Spanish-English Emergent Bilinguals: Spontaneous versus Retell Conditions
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In: Narrat Inq (2019)
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Phonological Awareness Trajectories: Young Spanish–English and Cantonese–English Bilinguals
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In: Lang Learn (2019)
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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start
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Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learner
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Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships
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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation.
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In: Frontiers in psychology, vol 5, iss SEP (2014)
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The language and literacy development of young dual language learners: A critical review ...
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The Language and Literacy Development of Young Dual Language Learners: A Critical Review
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Abstract:
The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4394382 http://www.ncbi.nlm.nih.gov/pubmed/25878395 https://doi.org/10.1016/j.ecresq.2014.05.008
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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation
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