The present study investigated whether parent--child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children's first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and…

D/deaf children of Deaf parents reportedly begin learning finger-spelling as young as thirteen months old, but deaf children born to hearing, nonsigning parents lack natural access to the native (spoken) language of their families, often exhibiting later language development. Forty-four deaf adults participated in a fingerspelling test of…

Without data on speech accuracy of Vietnamese-English speakers, speech-language pathologists (SLPs) are unable to assess accurately this population for speech sound disorders. This study explored the heretofore uninvestigated speech accuracy and use of Vietnamese-English bilingual individuals residing in the USA. Participants included six…

In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a…

Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998).…

As a way to examine the validity of deficit perspectives on multicultural children in South Korea--namely, children of mixed parentage who are said to suffer from speech problems and school failure, this study examined their everyday and academic Korean proficiency and its association with their educational achievements. The primary data sources…

Bilingual children often show advanced executive functioning (EF) and false belief (FB) understanding compared to monolinguals. The latter has been attributed to their enhanced inhibitory control EF, although this has only been examined in a single study which did not confirm this hypothesis. The current study examined the relation of EF and…

This article analyzes the longitudinal development of differences in academic skills between children of Turkish origin and children of native-born German parents from age 3 to 6 in Germany with a focus on the role of immigrant parents' acculturation to the receiving society. Growth curve models show that Turkish-origin children start with lower…