Purpose: This study examines the development of narrative microstructure elements of productivity, lexical diversity, and syntactic complexity in the oral story production of preschool- and school-age Kuwaiti Arabic-speaking children. It also explores the effects of story task complexity on the target microstructural features. Method: This study…

We investigated whether young English-French biliterate children can distinguish between English and French orthographic patterns. Children in French immersion programs were asked to play a dictionary game when they were in Grade 2 and again when they were in Grade 3. They were shown pseudowords that contained either an English spelling pattern or…

Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…

English language predictors of English and French reading development were investigated in a group of 140 children who were enrolled in French immersion programs. Children were first tested in kindergarten, and their reading achievement was tested yearly in both English and French from Grades 1 to 3, with word-level and passage-level measures that…

Development of English- and Spanish-reading skills was explored in a sample of 251 Spanish-speaking English-language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish- and English-speaking children, but English oral language lagged…