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Matthew E. Foster; Jacqueline M. Caemmerer; Briana Hennessy; Sara A. Smith; Lisa M. López; Trina D. Spencer – Elementary School Journal, 2024
Using the Early Childhood Longitudinal Study Kindergarten Cohort (2010-2011), this study is the first to investigate predictors of kindergarten science achievement and growth across elementary school--English language proficiency (ELP), executive functioning, math and reading achievement, parent-engaged science and math activities, and classroom…
Descriptors: Predictor Variables, Kindergarten, Young Children, Science Achievement
Valentina Carbonara; Andrea Scibetta; Jacopo Torregrossa – International Journal of Multilingualism, 2024
The present study investigates whether exposure to multilingual pedagogies enhances emergent bilingual children's narrative abilities. These abilities are among the most reliable indicators of children's literacy skills. We compare two groups of emergent bilingual children with migrant background attending the fourth and fifth grade of a public…
Descriptors: Multilingualism, Teaching Methods, Educational Benefits, Native Language
Persici, Valentina; Majorano, Marinella; Bastianello, Tamara; Hoff, Erika – International Journal of Bilingual Education and Bilingualism, 2022
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,…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Grade 3
Davis, Dennis S.; Huang, Becky; Yi, Tanisha – Reading Research Quarterly, 2017
Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…
Descriptors: Middle School Students, Science Materials, Reading Materials, Reading Comprehension
Geva, Esther; Farnia, Fataneh – Reading and Writing: An Interdisciplinary Journal, 2012
We examined theoretical issues concerning the development of reading fluency and language proficiency in 390 English Language Learners (ELLs,) and 149 monolingual, English-as-a-first language (EL1) students. The extent to which performance on these constructs in Grade 5 (i.e., concurrent predictors) contributes to reading comprehension in the…
Descriptors: Language Proficiency, Reading Fluency, Reading Comprehension, English Language Learners
Jacobson, Peggy; Livert, David – Clinical Linguistics & Phonetics, 2010
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…
Descriptors: Verbs, Language Impairments, Monolingualism, Elementary School Students