Research in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51…

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in…

Examines whether aspects of phonological awareness critically depend on literacy exposure among 4-6-year-olds. Parental responses to a questionnaire about home literacy environment are compared to children's awareness of rhyme and phonemes, their vocabulary, letter knowledge, and performance on measures of phonological strength. Results showed…

For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States.…

Investigated the developing metalinguistic capabilities of Hispanic primary school children who are becoming bilingual but whose English achievement is below average. Examines whether native and second-language vocabulary and degree of bilingualism contribute to performance on a bilingual task, and whether native- and second-language vocabulary…