Relative heritage language and majority language use before school start explains variance in 2nd grade majority language but not reading skills

HIGHLIGHTS

SUMMARY

In turn, those skills are predicted by early language and preliteracy skills children already before school start (e_g, Snow et_al, 1998; Whitehurst and Lonigan, 1998; Bleses et_al, 2016; Dale et_al, 2023). Studies often show that bilingual or immigrant children have lower academic achievement than other children, but this population also typically differs on other potentially important factors that have been shown to be correlated with language development and academic achievement, notably family socioeconomic status (SES; White, 1982) and the home literacy environment (Zauche et_al, 2016; Hjen et_al, 2021). Bilingualism, language use, and language skills . . .

 



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