Abstract
Spanish-English bilingual fourth grade children were reliably poorer in English receptive vocabulary and English grammar awareness compared to their English-speaking monolingual peers, but were as skillful in English language assessments of phonological awareness, reading comprehension, and five measures of writing (writing quality, word, clause, and transcribing fluency, and vocabulary diversity). A model with phonological awareness, grammar awareness, receptive vocabulary, reading comprehension, transcribing fluency, home literacy and SES predicted 67% of the variation in children’s writing quality. Bilingual status was not a reliable predictor of writing quality suggesting that studies of L1 and L2 skill should include both sociolinguistic variables as well as socioeconomic ones.
| Original language | English |
|---|---|
| Pages (from-to) | 22-29 |
| Journal | Arobase |
| Volume | 1-2 |
| Publication status | Published - 2003 |
Bibliographical note
The information about affiliations in this record was updated in December 2015.The record was previously connected to the following departments: Linguistics and Phonetics (015010003)
Subject classification (UKÄ)
- General Language Studies and Linguistics