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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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Marks, Rebecca A.; Kovelman, Ioulia; Kepinska, Olga; Oliver, Myriam; Xia, Zhichao; Haft, Stephanie L.; Zekelman, Leo; Duong, Priscilla; Uchikoshi, Yuuko; Hancock, Roeland; Hoeft, Fumiko
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In: Neuroimage (2019)
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Abstract:
Learning to read transforms the brain, building on children’s existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship between spoken language proficiency and the emergence of the print-speech network in beginning readers (ages 5–6). Results demonstrate that children’s language proficiency, and not their early literacy skill, explains variance in their print-speech neural convergence in kindergarten. Furthermore, print-speech convergence in kindergarten predicts reading abilities one year later. These findings suggest that children’s language ability is a core mechanism guiding the neural plasticity for learning to read, and extend theoretical perspectives on language and literacy acquisition across the lifespan.
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Keyword:
Article
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URL: https://doi.org/10.1016/j.neuroimage.2019.116021 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6765418/ http://www.ncbi.nlm.nih.gov/pubmed/31310862
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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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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation
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