ERIC Number: EJ1270193
Record Type: Journal
Publication Date: 2020-Sep
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Early General Knowledge Predicts English Reading Growth in Bilingual and Monolingual Students throughout the Elementary Years
Hwang, HyeJin
Elementary School Journal, v121 n1 p154-178 Sep 2020
This study investigated the role of early general knowledge in English reading growth of bilingual and monolingual students in the elementary years by using the Early Childhood Longitudinal Study, Kindergarten Class data set. The analyses of latent growth models showed that the estimated gap in English reading between students who started school with higher general knowledge and students who started school with lower general knowledge increased throughout the elementary years in both language groups. Early general knowledge consistently predicted English reading growth in the subsample of bilingual students even after accounting for early decoding skills and English proficiency. The findings on the role of early general knowledge in English reading growth are discussed in relation to research and practice.
Descriptors: Elementary School Students, Bilingual Students, Monolingualism, English, Reading Achievement, Knowledge Level, Longitudinal Studies, Surveys, Growth Models
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A