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Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study
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In: Brain Sciences; Volume 12; Issue 5; Pages: 563 (2022)
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Abstract:
Bilingualism and socio-economic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy development of language minority bilingual children (LMBC) and monolingual peers with different SES. A group of LMBC with low-SES (n = 18) and monolingual peers with low (n = 18) or high (n = 14) SES were followed from 2nd to 5th grade through a set of tasks assessing decoding (words, nonwords, passage), reading, and listening comprehension, and spelling skills. The results showed that all groups achieved better performances over time in all measures, except listening comprehension. However, low-SES LMBC underperformed in spelling tasks compared to the monolingual groups. In reading comprehension, there was a time*group interaction that showed how low-SES LMBC reached similar performances of low-SES monolinguals in fifth grade, but both groups underperformed compared to the high SES monolingual group. The discussion is focused on the need for research and educational settings to consider the differential impact of bilingualism and SES. Bilingualism seems to be associated with a longer time in developing adequate spelling skills, whereas SES was the primary underpinning of the reading comprehension gap over time.
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Keyword:
bilingualism; language minority bilingual children; listening comprehension; reading; reading comprehension; spelling
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URL: https://doi.org/10.3390/brainsci12050563
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| 2 |
The Writing Process of Bilingual Students with Focus on Revisions and Spelling Errors in Their Final Texts
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In: Languages; Volume 7; Issue 1; Pages: 61 (2022)
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| 3 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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| 4 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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| 5 |
A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 6 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents
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| 7 |
Международный опыт изучения нарративов у детей дошкольного возраста ... : International Experience in the Study of Narratives in Preschool Children ...
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ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ ИНТЕГРАЦИИ ДЕТЕЙ-БИЛИНГВОВ В ОБРАЗОВАТЕЛЬНУЮ СРЕДУ ... : PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF INTEGRATING BILINGUAL CHILDREN INTO EDUCATIONAL ENVIRONMENT ...
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| 9 |
The effect of competing noise on speech recognition for children who are non-native listeners: a scoping review protocol ...
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| 10 |
Survey Data from an Experimental Study in Supporting Parental Engagement among Chinese Low-income Families in their Children’s English Learning Through Home-literacy Activities ...
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| 11 |
Survey Data from an Experimental Study in Supporting Parental Engagement among Chinese Low-income Families in their Children’s English Learning Through Home-literacy Activities ...
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| 13 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents ...
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| 14 |
Onomatopoeia and gesture processing in bilingual preschoolers ...
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| 15 |
A Scoping review of Strategies for Inclusion and Involvement of children of Minority Background in Creative Activities. ...
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| 16 |
Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
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In: Journal of Multilingual Education Research (2021)
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| 18 |
Effect sizes of experimental studies on cross-linguistic influence in bilingual children ...
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| 19 |
Emotion word development in bilingual children living in majority and minority contexts ...
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| 20 |
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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