Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years

Autor/in	Hwang, HyeJin
Titel	Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years
Quelle	In: Elementary School Journal, 121 (2020) 1, S.154-178 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/709857
Schlagwörter	Elementary School Students; Bilingual Students; Monolingualism; English; Reading Achievement; Knowledge Level; Longitudinal Studies; Surveys; Growth Models; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? English language; Englisch; Leseleistung; Wissensbasis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung
Abstract	This study investigated the role of early general knowledge in English reading growth of bilingual and monolingual students in the elementary years by using the Early Childhood Longitudinal Study, Kindergarten Class data set. The analyses of latent growth models showed that the estimated gap in English reading between students who started school with higher general knowledge and students who started school with lower general knowledge increased throughout the elementary years in both language groups. Early general knowledge consistently predicted English reading growth in the subsample of bilingual students even after accounting for early decoding skills and English proficiency. The findings on the role of early general knowledge in English reading growth are discussed in relation to research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01