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Daly, Kieran; Carter, Emma; Sabates, Ricardo – Compare: A Journal of Comparative and International Education, 2023
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and…
Descriptors: Foreign Countries, Language of Instruction, Native Language, Official Languages
Sussman, Joshua; Draney, Karen; Wilson, Mark – Journal of Educational Psychology, 2023
Using a large sample of longitudinal assessment data from children in publicly funded infant/toddler care, preschool, and kindergarten (analytic N = 453,468), this study modeled language and literacy trajectories from early infancy through kindergarten for dual language learners (DLLs) from homes representing many different languages and their…
Descriptors: Language Classification, English (Second Language), Second Language Learning, Second Language Instruction
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim – Review of Educational Research, 2023
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…
Descriptors: Correlation, Morphology (Languages), Metalinguistics, Literacy
Oguzhan Hazir – Online Submission, 2019
The existence of dyslexia is still an active debate. This discussion is mainly based on whether dyslexia is caused by unsuccessful teaching methods employed by teachers and the comparison of some countries' high literacy rates while ignoring other relevant dimensions in language structures. Unlike mainstream views, many scholars state that…
Descriptors: Foreign Countries, Dyslexia, Reading Difficulties, Reading Instruction
Berthele, Raphael; Vanhove, Jan – International Journal of Bilingual Education and Bilingualism, 2020
This article reports on an investigation into the bilingual development of literacy skills in Portuguese heritage language speakers in Switzerland in which we sought to put Cummins' linguistic interdependence hypothesis to the test. Three predictions were derived from this hypothesis: (1) Literacy skill levels in one of the bilinguals' languages…
Descriptors: Bilingualism, Literacy, Portuguese, French
Marks, Rebecca A.; Sun, Xin; McAlister López, Eva; Nickerson, Nia; Hernandez, Isabel; Caruso, Valeria C.; Satterfield, Teresa; Kovelman, Ioulia – International Journal of Bilingual Education and Bilingualism, 2022
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals' two languages,…
Descriptors: Case Studies, Morphology (Languages), Bilingualism, English (Second Language)
Vangsnes, Øystein A.; Söderlund, Göran B. W.; Blekesaune, Morten – International Journal of Bilingual Education and Bilingualism, 2017
The Norwegian language has two written standards, Bokmål (majority variety) and Nynorsk (minority variety), and children receive their schooling in one or other of them. Pupils schooled in Nynorsk acquire the Bokmål variety simultaneously through extracurricular exposure and thus develop what may be termed "bidialectal literacy". In this…
Descriptors: Norwegian, Literacy, Language Variation, Dialects
Chachula, Desiree Villarroel – ProQuest LLC, 2018
The disproportionate representation of English Language Learners (ELL) to special education is widely attributed to the difficulty in identifying a disability through a language in development. This language acquisition or language disorder question has manifested in paradoxical disproportionality patterns for the ELL population. Some…
Descriptors: Disproportionate Representation, English Language Learners, Special Education, Identification
Sikiö, Riitta; Siekkinen, Martti; Holopainen, Leena – Reading Psychology, 2016
This study examines the development of reading and writing from first to second grade in transparent orthography (Finnish) among three groups: language minority children (n = 49), Finnish children at risk of reading difficulties (n = 347), and Finnish speaking children (n = 1747). Findings indicated that reading and writing skills in the language…
Descriptors: Language Minorities, Foreign Countries, Literacy, At Risk Students