Print knowledge in Yucatec Maya–Spanish bilingual children: an initial inquiry

Bengochea, Alain; Justice, Laura M.; Hijlkema, Maria J.

doi:10.1080/13670050.2015.1103699

Cited by 6 publications

(4 citation statements)

References 43 publications

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“…In addition, we identified eight literacy precursors assessed in simultaneous bilingual children (goal ii). These are: semantic awareness (Ibrahim et al, 2007;Jasińska et al, 2018;Spatgens & Schoonen, 2018), spelling (Chiappe et al, 2002;D'angiulli et al, 2001), visual attention span (Lallier et al, 2014), orthographic processing (Yeong et al, 2014), environmental print awareness (Chiappe et al, 2002), name writing (Bengochea et al, 2017), sub-lexical/phonological speech perception (Ríos-López et al, 2017), and sentence priming (Vital & Karniol, 2011). Significant precursor-outcome associations were evident for code-related, oral-language, and domain-general cognitive skills across heritage and societal languages (Tables 7, 8A and 8B Appendix A for studies; see goal iii); and for the eight additional identified precursors, except for semantic awareness (Jasińska et al, 2018;Ibrahim et al, 2007;Spatgens & Schoonen, 2018; see goal iii).…”

Section: Interim Discussionmentioning

confidence: 99%

“…Given limited language-specific precursor screening tools, such bi-directional findings are informative for clinicians. It should also be examined whether print-based precursors, such as name writing (Bengochea et al, 2017), visual attention (VA) span (Lallier et al, 2014) and serial recall (Spencer & Hanley, 2003), can be assessed once to reflect literacy skills of bilingual children speaking language combinations with shared orthographic/numeral systems and closer linguistic distance. Clinicians can facilitate literacy development, in the language of education, by assessing and providing early reading intervention for code-related and oral-language precursors in the dominant heritage or societal language (Kim & Piper, 2019).…”

Section: Interim Discussionmentioning

confidence: 99%

“…We also identified nine other relatively under-investigated precursors used with bilingual children. These are: semantic awareness (Ibrahim et al, 2007; Jasińska & Petitto, 2017; Spatgens & Schoonen, 2017), s pelling (Chiappe et al, 2002; D’angiulli et al, 2002; Ruan et al, 2022), visual attention (VA) span (Lallier et al, 2014; Lallier et al, 2021), orthographic processing (Yeong et al, 2014; Ruan et al, 2022), environmental print awareness (Chiappe et al, 2002), name writing (Bengochea et al, 2015), sub-lexical/phonological speech perception (Ríos-López et al, 2017), sentence priming (Vital & Karniol, 2010), and novel word learning (Babayiğit et al, 2022). These precursors are also associated with reading abilities of monolingual children (e.g., Bosse & Valdois, 2009; Both-de Vries & Bus, 2010; Nation & Snowling, 1998; Vanvooren et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Bhalloo

Molnar

2021

Preprint

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Several literacy precursors have been identified in monolingual English-speaking children; however, it is unclear whether the same precursors are also associated with literacy development in bilingual children. Purpose: We examine whether in simultaneous bilingual children: (i) code-related, oral-language, and domain-general cognitive literacy precursors have been utilized, similar to monolingual children; (ii) other types of precursors have been identified; (iii) code-related, oral-language, domain-general cognitive, or other types of literacy precursors are associated with word/non-word and/or text-level reading skills; in (a) one or (b) both spoken languages; (iv) the type of literacy outcome measure, and (v) language background measure influence performance on emergent literacy skills. Method: We examined reported statistical associations, between a given literacy precursor and outcome measure, and conducted a meta-analysis examining specific code-related and oral-language precursors in relation to word/non-word reading and/or text reading comprehension. Results: Apart from semantic awareness, all code-related, oral-language, domain-general cognitive and eight additional identified precursors were significantly associated with reading in simultaneous bilinguals. However, these precursors were predominantly assessed only in English, or English in addition to a heritage language. Phonological awareness and vocabulary emerged as commonly-assessed precursors consistently associated with reading. Conclusions: Particularly, these code-related and oral-language skills may be used as precursor screening tools in simultaneous bilinguals, across heritage and societal languages. Future research should develop language-specific precursor screening tools and investigate the reliability of non-linguistic precursors, to address the evident English assessment bias and support biliteracy development across spoken languages.

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Section: Interim Discussionmentioning

confidence: 99%

Section: Interim Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Bhalloo

Molnar

2021

Preprint

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“…Therefore, in light of the significant impact of reading and writing skills on children's future academic success, it is crucial to implement appropriate and effective literacy activities from the preschool period onwards. In this regard, Bengocheaa, Justice, and Hijlkemac (2017) recommended that assessing these skills can contribute to understanding children's development and identifying the types of support (such as book reading, literacy environment, etc.) provided to children.…”

Section: Writing Readiness Skills As a Predictor Of Print Awarenessmentioning

confidence: 99%

The examination of the variables affecting the print awareness skills of six-year-old children attending kindergarten

COŞKUN

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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This study examined the relations between maternal education, children’s gender, writing readiness skills, and print awareness skills. Three hundred and sixteen 6-year-old children (183 girls and 133 boys) were assessed on writing readiness skills and print awareness skills. Spearman correlation coefficients were calculated to determine if there were significant relationships among maternal education, children’s gender, writing readiness skills, and print awareness skills. Also, a regression analysis was performed to measure the predictive strength of the variables on print awareness skills. The results showed that while the writing readiness skills were related to children’s print awareness skills; gender and maternal education were not correlated to print awareness skills. Regression analysis indicated that writing readiness skill is a predictor of print awareness skills. Writing readiness skills accounting for approximately 8% of the variance in print awareness skills. Findings are discussed in relation to the importance of understanding the connection between maternal education, children’s gender, writing readiness skills, and print awareness skills in supporting literacy development. These findings have important implications for practitioners as they work to involve determining the predictive power of writing skills and to support children in terms of these skills.

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Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Bhalloo,

Molnar

2023

Perspect ASHA SIGs

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Purpose: Literacy precursors are cognitive, linguistic, and oral-language skills that predict future reading skills in children as young as 4 years. Speech-language pathologists and educators utilize these precursors as assessment tools to identify children at risk for reading difficulties. Most current tools are developed based on monolinguals (predominantly in English), despite the significant percentage of bilinguals globally. As such, bilingual children are typically assessed on tools developed for monolinguals in research and clinical settings. Despite this common practice, there is a lack of comprehensive synthesis on whether these precursors are a reliable indicator of reading skills in bilingual children. Our article examines whether literacy precursors commonly used with monolinguals are associated with reading development in simultaneous bilinguals. Method: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses and Cochrane guidelines, our review includes four databases (Linguistics and Language Behavior Abstracts, Educational Resources Information Center, Modern Language Association, and PsycINFO), in addition to gray-literature and manual reference-list searches. To control for age of acquisition and language dominance variability, we included typically developing simultaneous bilinguals exposed to both languages before age 3 years ( N = 5,942). We analyzed reported statistical associations between code-related or oral-language precursors and reading outcome measures, using correlational meta-analyses. Results: The 41 reports, which met inclusion/exclusion criteria, were published between 1977 and 2022. The average age at assessment was 7;5 (years;months; range: 3;0–11;0), with children speaking over 21 bilingual language combinations. Our meta-analysis demonstrated significant within-language correlations and cross-language transfer effects for code-related (e.g., phonological awareness) and oral-language (e.g., vocabulary and morphological awareness) precursors. Semantic awareness, however, was not a reliable predictor in bilinguals. Conclusions: Phonological awareness and vocabulary measures—even if originally developed for monolingual children—can form a meaningful component of early literacy assessment in simultaneous bilingual children: These precursors may be used as assessment tools across heritage and societal languages in research and clinical practice. Future research suggestions within this domain are also discussed. Supplemental Material: https://doi.org/10.23641/asha.23880465

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Print knowledge in Yucatec Maya–Spanish bilingual children: an initial inquiry

Cited by 6 publications

References 43 publications

Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

The examination of the variables affecting the print awareness skills of six-year-old children attending kindergarten

Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

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