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dc.contributor.authorSun, Xin
dc.contributor.authorMarks, Rebecca A.
dc.contributor.authorEggleston, Rachel L.
dc.contributor.authorZhang, Kehui
dc.contributor.authorLau, Chikyi
dc.contributor.authorYu, Chi-Lin
dc.contributor.authorNickerson, Nia
dc.contributor.authorKovelman, Ioulia
dc.date.accessioned2023-01-30T13:03:11Z
dc.date.available2023-01-30T13:03:11Z
dc.date.issued2022-11-20
dc.identifier.urihttps://hdl.handle.net/1721.1/147770
dc.description.abstractAbstract Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children (M(SD)age = 7.78 (1.54) at Time 1) from relatively high SES homes, including 95 monolinguals, 75 Spanish–English and 67 Chinese–English bilinguals. The findings revealed different impacts of COVID-19 school disruptions on the present bilingual and monolingual participants. Specifically, between Time 1 and Time 2, monolingual children made age-appropriate improvements in all literacy measurements. Relative to monolinguals, both bilingual groups showed greater gains in vocabulary but lower gains in reading comprehension. Moreover, across groups, children’s independent reading practices during COVID-19 were positively associated with children’s literacy growth during the pandemic-related schooling disruptions. Taken together, these findings inform theoretical perspectives on learning to read in linguistically diverse children experiencing COVID-19-related schooling disruptions.en_US
dc.publisherSpringer Netherlandsen_US
dc.relation.isversionofhttps://doi.org/10.1007/s11145-022-10388-xen_US
dc.rightsArticle is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.en_US
dc.sourceSpringer Netherlandsen_US
dc.titleImpacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United Statesen_US
dc.typeArticleen_US
dc.identifier.citationSun, Xin, Marks, Rebecca A., Eggleston, Rachel L., Zhang, Kehui, Lau, Chikyi et al. 2022. "Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States."
dc.contributor.departmentMassachusetts Institute of Technology. Department of Brain and Cognitive Sciences
dc.contributor.departmentMcGovern Institute for Brain Research at MIT
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dc.date.updated2023-01-29T04:23:34Z
dc.language.rfc3066en
dc.rights.holderThe Author(s), under exclusive licence to Springer Nature B.V.
dspace.embargo.termsY
dspace.date.submission2023-01-29T04:23:34Z
mit.licensePUBLISHER_POLICY
mit.metadata.statusAuthority Work and Publication Information Neededen_US


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