Assessing the Role of Book Reading Practices in Indian Bilingual Children’s English Language and Literacy Development

Kalia, Vrinda

doi:10.1007/s10643-007-0179-2

Cited by 26 publications

(27 citation statements)

References 10 publications

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“…All found relationships between parental literacy practices in their children’s L2 (as measured by either frequency of book reading or library usage) and children’s language outcomes in their second language (González & Uhing, 2008; Kalia, 2007; Patterson, 2002). However, the study by Farver, Xu, Eppe, and Lonigan (2006) found that the relationship between parental literacy activities and language outcomes was mediated by children’s interest in reading.…”

Section: Resultsmentioning

confidence: 99%

“…A study by Hammer, Miccio, and Wagstaff (2003) found no relationship between literacy events in the home and Spanish-English DLL children’s emergent literacy abilities in Head Start. However, studies by Kalia (2007) and Kalia and Reese (2009) identified a relationship between Indian parents’ book reading practices and teaching about print in English and children’s English literacy abilities. The difference between these findings may be accounted for by the parents’ educational status.…”

Section: Resultsmentioning

confidence: 99%

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The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

321

198

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The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

321

198

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show abstract

“…For each print-exposure study included, we then tried to find a match on four main characteristics: sample size, children's mean age, home language, and socioeconomic status. Except for one study with 24 English-speaking preschool children from India (Kalia, 2007), we were able to match each of the 15 studies with a comparable counterpart (see Appendix 2.1 and 2.2). This cross-validation approach gave us the unique opportunity to independently study differential effects of two measurement methods.…”

Section: Methods Search Strategy and Inclusion Criteriamentioning

confidence: 99%

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

Mol¹,

Bus²

2011

Psychological Bulletin

963

766

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This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

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“…These home experiences may make positive contributions to the overall growth of narrative abilities of bilingual children, as it is theorized that the ability to produce narratives develops as children engage in activities with their caregivers and are exposed to stories through books and literacy materials (Bruner, 1991;Curenton, 2010;Purcell-Gates, 1988). In order to investigate the impact of the home environment on narrative abilities, researchers have conceptualized the HLE as activities that expose children to stories, including shared book reading, maternal storytelling, children's participation in storytelling with their caregivers, and exposure to books in the home (Doiron & Shapiro, 1988;Kalia, 2007;Leseman, Scheele, Mayo, & Messer, 2007). The few studies that have focused on the HLE and its relationship to both concurrent and later narrative abilities have focused mainly on monolingual populations and are summarized below.…”

Section: Home Literacy Environmentmentioning

confidence: 99%

“…The aim of this study was to determine the relationship between the HLE and children's English microstructure and macrostructure development over 4 years, from 2 years of preschool through the end of first grade. It was hypothesized that the frequency of home literacy activities and the number of children's books in the home would contribute to the development of children's narrative abilities through the end of first grade (e.g., Doiron & Shapiro, 1988;Kalia, 2007;Leseman et al, 2007).…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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Assessing the Role of Book Reading Practices in Indian Bilingual Children’s English Language and Literacy Development

Cited by 26 publications

References 10 publications

The language and literacy development of young dual language learners: A critical review

The language and literacy development of young dual language learners: A critical review

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

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