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• W1978310244 abstract "Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way dual-language learning contexts: (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Bilinguals (home language was Spanish only, English-only, or Spanish and English in dual-language schools), were tested in both languages, and monolingual children were tested in English using standardized reading and language tasks. Bilinguals in 50:50 programs performed better than bilinguals in 90:10 programs on English Irregular Words and Passage Comprehension tasks, suggesting language and reading facilitation for underlying grammatical class and linguistic structure analyses. By contrast, bilinguals in 90:10 programs performed better than bilinguals in the 50:50 programs on English Phonological Awareness and Reading Decoding tasks, suggesting language and reading facilitation for surface phonological regularity analysis. Notably, children from English-only homes in dual-language learning contexts performed equally well, or better than, children from monolingual English-only homes in single-language learning contexts. Overall, the findings provide tantalizing evidence that dual-language learning during the same developmental period may provide bilingual reading advantages." @default.
• W1978310244 created "2016-06-24" @default.
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• W1978310244 date "2013-01-01" @default.
• W1978310244 modified "2023-10-11" @default.
• W1978310244 title "Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?" @default.
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• W1978310244 doi "https://doi.org/10.1080/15235882.2013.779618" @default.
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