Academic development of Head Start children: Role of dual language learning status

Choi, Ji Young; Rouse, Heather L.; Ryu, Dahyung

doi:10.1016/j.appdev.2018.02.001

Cited by 17 publications

(21 citation statements)

References 35 publications

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“…Furthermore, these preliminary findings also suggest that bilingual experience may afford children with ASD certain advantages in basic mathematical skills. Choi, Rouse, and Ryu (2018) found that despite significant gaps in reading and math skills upon Head Start entry between monolingual and bilingual NT children, the gaps in math skills disappeared by Kindergarten ($2 years later), whereas the gaps in reading skills persisted. This suggests that math skills may be more malleable in early childhood education, whereas reading skills may require a longer investment in direct instruction in both languages to result in significant change for bilingual children (August & Shanahan, 2006;Bialystok, 2018).…”

Section: Discussionmentioning

confidence: 93%

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

Vanegas

2019

Autism & Developmental Language Impairments

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Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n ¼ 18) or bilingual language experience (n ¼ 13). Results: Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exp...

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Section: Discussionmentioning

confidence: 93%

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

Vanegas

2019

Autism & Developmental Language Impairments

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“…In a longitudinal study on the academic and language trajectories of Head Start children between entry and kindergarten, Choi, Rouse, and Ryu () found no difference between bilinguals and early bilinguals (EBs) in their Spanish vocabulary development. However, results also highlighted the need for additional instructional support and resources for EBs, especially their linguistic processing through vocabulary development.…”

Section: Resultsmentioning

confidence: 99%

Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019

Fox

Corretjer

Webb

2019

Foreign Language Annals

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The 21st century has seen a strong upward trajectory in empirical research on the multiple benefits that foreign language/world language learning and bilingualism can afford to both individuals and society. This analysis of research published from 2012‐2019 extends Fox et al.'s analysis of research published from 2005 to 2011 (Part I). The 100 empirical studies in Part II, drawn from seven data bases, were conducted in multiple countries. Six overarching themes emerged: cognitive abilities and benefits, aging and health, employability, academic achievement, communicative and intercultural competence, and enhanced creativity. Results report multiple cognitive benefits of language study and bi‐multilingualism, particularly later in life, including enhancement of cognitive flexibility, higher cognitive reserve in advanced age, and delay in the onset of dementia. Other results underscore the importance of early and sustained language learning and support for L1 literacy development. Additional results stress the benefits of foreign/world language skills relating to employability and academic achievement and propose that the accumulation of years of language learning positively impacts the development of cross‐cultural awareness and communicative competence. This research illustrates the importance of establishing cross‐/interdisciplinary research and sharing results with language advocates, policy makers, and legislators.

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“…In addition, a part of the achievement gap may be attributed to assessing DLLs in either their native or nonnative language alone, not both. Researchers frequently assess the mathematics performance of Spanish-speaking DLLs in Spanish (Landry et al, 2019), in English (Choi et al, 2018), or separate Spanish and English measures (Foster et al, 2019; Méndez et al, 2019; Miller, 2017), but not a composite measure that simultaneously takes Spanish and English knowledge into account. Given varying language and mathematics performance among Spanish-speaking DLLs (e.g., J.…”

Section: Numeracy Differencesmentioning

confidence: 99%

The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

Kung

Stolz

Lin

et al. 2020

Topics in Early Childhood Special Education

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Some evidence suggests that the home numeracy environment (HNE) is related to children’s numeracy. Socioeconomic status (SES) and language minority status can also influence children’s HNE and numeracy. Limited HNE research focuses on dual language learners (DLLs). Using a sample of preschool-aged children ( n = 98) from low socioeconomic status (SES) backgrounds, we examined differences between Spanish-speaking DLLs’ ( n = 37) and monolingual English speakers’ ( n = 61) numeracy, differences in HNEs, and predictive role of HNE on numeracy. Using frequentist and Bayesian t tests, we found that numeracy was not significantly different between DLLs and monolingual English speakers when DLLs’ numeracy was measured in English or in both English and Spanish. However, DLLs’ Spanish numeracy was lower than monolingual English speakers’ English numeracy, t(96) = 2.10, p = .038, Bayes factors (BF10) = 1.51. HNE did not significantly predict either group’s numeracy regardless of assessment language. This study is an important step toward understanding DLLs’ HNE and numeracy.

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Academic development of Head Start children: Role of dual language learning status

Cited by 17 publications

References 35 publications

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience

Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019

The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

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