An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students

Salazar, Leslie Ramos; Diego-Medrano, Elsa; Garcia, Nancy; Castillo, Yvette

doi:10.1080/15348431.2022.2030288

Cited by 2 publications

(1 citation statement)

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“…The results of the analysis indicate that contextual and demographic factors also mediate the relationship between phonological awareness and reading in bilinguals (Gottardo et al, 2011), as well as the educational programs and attitudes towards bilinguals in the community. Family cohesion was shown to mediate the relationship between bilingual dominance and results of a reading test in the study of Latinx immigrant students (Ramos et al, 2022).…”

Section: Role Of the Environment (Neighborhood Community)mentioning

confidence: 91%

Bilingualism and Development of Literacy in Children: A Systematic Review

Oshchepkova,

Kartushina,

Razmakhnina

2023

Psych. Rus.

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Background. The importance of biliteracy in bilingual children’s development has been widely investigated and discussed for the last several decades, suggesting beneficial effects of writing and reading in two languages for bilingual children as well as for adult second language learners. Objective. To analyze research on the link between bilingualism and literacy development in two or more languages and the factors that may influence a successful or problematic biliteracy acquisition. RQ (1): What is the relationship between bilingualism and literacy of bilingual children? RQ (2): What strategies are used to develop biliteracy? Design. The review analyzes 50 studies of literacy development in bilingual children. The selected articles have been separated based on their methodology: 25 articles gave a critical analysis of more than 1,100 studies on the topic, strengthening the theoretical basis of existing research, and 25 other articles were empirical research articles demonstrating practical evidence for the former. Results. Our analysis revealed that literacy in bilinguals, or biliteracy, can be seen as a necessary condition for fluent development of bilingualism, though it is not a necessary condition (which is explained by the difference between structures of specific languages and writing systems, instruction in literacy, and cognitive baggage invoked by the task used to measure the skill) (Bialystok, 2002). Research suggests that bilingualism impacts children’s ultimate acquisition of literacy via the beneficial effects of bilingualism overall: advanced biliteracy boosts the development of phonological and phonemic awareness and metacognitive abilities. Thus, biliteracy can be considered as an advantage in terms of maintaining bilingual acquisition in general and developing writing skills in particular. Conclusion. There is a lack of studies on the development of writing skills in different educational contexts, across countries and cultures, which must be addressed and complemented by new empirical research. Research will enable policymakers to improve educational programs in accordance with the needs of bilingual children, who are the majority in the current global population.

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Section: Role Of the Environment (Neighborhood Community)mentioning

confidence: 91%

Bilingualism and Development of Literacy in Children: A Systematic Review

Oshchepkova,

Kartushina,

Razmakhnina

2023

Psych. Rus.

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How parenting styles affect the development of language skills and reading comprehension in primary school students

Yu,

Huang,

Liu

et al. 2024

Brit J of Edu Psychol

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Background and AimsThis study examined how parenting styles influence children's language skills and reading comprehension.Materials and MethodsSix hundred and eighty‐five Chinese‐speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4).ResultsThe structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses.Discussion and ConclusionThese findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.

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An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students

Cited by 2 publications

References 66 publications

Bilingualism and Development of Literacy in Children: A Systematic Review

Bilingualism and Development of Literacy in Children: A Systematic Review

How parenting styles affect the development of language skills and reading comprehension in primary school students

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