Bilingual children demonstrate varying levels of proficiency in each of the two languages to which they are exposed. Even though it is widely acknowledged that bilingual children are not a homogenous group, existing studies on dual-language profiles in bilingual children have focused on expressive language profiles. In this study, we used the…

This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st- and 3rd-grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age…

Previous studies have suggested that word processing in English as a second language (L2) is affected by first language (L1) orthographic features. However, little is known about what affects L2 Chinese character processing in adult Chinese learners with different L1 orthographies such as Japanese, Korean, and English. With a picture-character…

The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…

Students' cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements within…

This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation…

Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…

In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…

First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…

In a 2-wave study of a cohort of 108 Chinese students (10- to 11-year-olds) learning English as a second language, the authors examined the relative effects of three Time 1 latent constructs--orthographic knowledge, phonological sensitivity, and word identification (reading and spelling of regular and exception words)--on the respective Time 2…