In the present study, we aimed to disentangle the impact of bilingualism and socioeconomic status (SES) on literacy in language-minority bilingual children (LMBC) and monolinguals exposed to French. We also wanted to explore the role of these two factors on cognitive and language skills, i.e., verbal knowledge (VK), morphosyntactic comprehension…

Background: The coherence of learners' pre-instruction conceptions has been debated for some time. Studies on conceptions of force, specifically, have produced very different results in different contexts around the world. In this study, an integrative theoretical framework linking semantic differences across languages to concept learning in…

This qualitative case study aimed to explore the role culture plays in influencing teachers' educational practices and literacy instruction with English language learners (ELLs). It sought to discover how monolingual teachers' experiences, successes, and barriers influence literacy instruction with ELLs in an elementary school in the midwestern…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

Socioemotional constructs have been receiving increased attention as contributors to individuals' literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English…

Socio-emotional constructs have been receiving increased attention as contributors to children's literacy development. However, in comparison to positive socio-emotional constructs, negative socio-emotional constructs have been understudied with respect to their role in reading achievement in both dual language learners (DLLs) and English speakers…

The present study was carried out with 120 Native Tamil speakers to know the effects of age and instructional language on narrative comprehension and inference-making ability. Children from 3rd to 5th grades (8 to 11 years) were divided into Group A (n = 60; Monolinguals) and Group B (n = 60; Bilinguals). Seven questions were framed to assess…

This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in…

Purpose: Math word problem solving, a form of reading comprehension, is complicated by mathematical lexical ambiguity (e.g., the word "difference" can mean "dissimilarity" in everyday discourse but "the answer in a subtraction problem" in math). This study examined the role of mathematical lexical ambiguity in math…

Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third,…

The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3-5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish-English bilingual students. To meet these aims, we observed and…

The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…

Language immersion students' lexical, syntactic, and pragmatic competencies are well documented, yet their phonological skill has remained relatively unexplored. This study investigates the Spanish vowel productions of a cross-sectional sample of 35 one-way Spanish immersion students. Learner productions were analyzed acoustically and compared to…

The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3-5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual…

This study compared the use of English past tense in a group of Spanish-English bilingual children with language impairment (BLI) to younger groups of bilinguals with typical and atypical language development reported in an earlier study. Ten children with BLI enrolled in 3rd-6th grade participated. Children supplied 12 regular, 12 irregular, and…