This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived…

Although many young children become literate within an environment in which different writing systems exist, there is little research on what children know about different writing systems and how they understand and develop them when they are learning more than one simultaneously. This qualitative study discusses how Korean EFL (English as a…

This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school); 7- 9 years (grades 1-3); and 10-12 years (grades 4-6).…

This study investigates the relationship between the language of instruction and learning of literacy skills among pre-primary school children in a multilingual environment. The sample consists of 1867 learners from low-income urban households, attending 147 low-cost private pre-primary schools located in low-income areas of Nairobi, Kenya. About…

This paper explores the idea that young children's emergent literacy practices can be tools for mediating peer interaction, and that, therefore, literacy, even in its earliest stages, can support oral language development, particularly for emergent bilinguals. The paper draws on data collected during a year-long ethnographic study of 11 Nepali-…

This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional…

Background: Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2…