Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years.

Despite substantial research, the contribution of oral language skills acquired in Spanish to Spanish-English bilingual children's acquisition of English reading skill is unclear. The current study addressed this question with data on the oral language and pre-literacy skills of 101 Spanish-English bilingual learners at 5 years of age and their English word reading (i.e.

Bilingual Children's Vocabulary Skills at 5 Years Predict Reading Comprehension Development Within, Not Across, Languages.

Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed and it remains unclear if, and under what circumstances, vocabulary in one language supports reading comprehension development in another.

The Impact of Smartphone Use on Course Comprehension and Psychological Well-Being in the College Classroom.

The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Students in four classes ( = 106) were assigned to either a control group or quasi-experimental group. Students in the quasi-experimental group were instructed to place their smartphones on the front desk upon entering the class, while the control group had no instructions regarding smartphone use.

Bilingual Development in the Receptive and Expressive Domains: They Differ.

In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual children from 4.

Majority language skill, not measures of bilingualism, predicts executive attention in bilingual children.

Evidence is mixed regarding whether and why bilingual children might be advantaged in the development of executive functions. Five preregistered hypotheses regarding sources of a bilingual advantage were tested with data from 102 Spanish-English bilingual children and 25 English monolingual children who were administered a test of executive attention, the flanker task, at 7, 8, and 9 years of age. Measures of the children's early and concurrent bilingual exposure and their concurrent English and Spanish skill were available from a larger longitudinal study in which these children participated.

Home language and societal language skills in second-generation bilingual adults.

Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism.

Design/methodology/approach: Participants comprised 65 Spanish-English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments.

The Development of English and Spanish Among Children in Immigrant Families in the United States.

The variable language skills of children from immigrant families create challenges for families, teachers, and policy makers. A first step toward meeting those challenges is to understand the factors that influence language development in children who hear a language other than the country's majority language at home. We present findings from analyses of longitudinal data on children in immigrant families in the United States that contribute to that understanding.

Language specificity in the relation of maternal education to bilingual children's vocabulary growth.

The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The participants were 92 U.

What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development.

A close relationship between children's vocabulary size and the grammatical complexity of their speech is well attested but not well understood. The present study used latent change score modeling to examine the dynamic relationships between vocabulary and grammar growth within and across languages in longitudinal data from 90 simultaneous Spanish-English bilingual children who were assessed at 6-month intervals between 30 and 48 months. Slopes of vocabulary and grammar growth were strongly correlated within each language and showed moderate or nonsignificant relationships across languages.