Impacts of the COVID-19 Disruption on the Language and Literacy Development of Monolingual and Heritage Bilingual Children in the United States

Autor/inn/en	Sun, Xin; Marks, Rebecca A.; Eggleston, Rachel L.; Zhang, Kehui; Lau, Chikyi; Yu, Chi-Lin; Nickerson, Nia; Kovelman, Ioulia
Titel	Impacts of the COVID-19 Disruption on the Language and Literacy Development of Monolingual and Heritage Bilingual Children in the United States
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.347-375 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10388-x
Schlagwörter	Literacy; COVID-19; Pandemics; Spanish; Chinese; English (Second Language); Second Language Learning; Vocabulary Development; Achievement Gains; Language of Instruction; Monolingualism; Distance Education; Blended Learning; Socioeconomic Status; Reading Comprehension; Reading Achievement; Achievement Tests; Reading Tests; Comparative Analysis; Reading Habits; Correlation; Educational Change; Native Language; Elementary School Students + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Achievement gain; Leistungssteigerung; Teaching language; Unterrichtssprache; Distance study; Distance learning; Fernunterricht; Socio-economic status; Sozioökonomischer Status; Leseverstehen; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Reading habit; Lesegewohnheit; Korrelation; Bildungsreform
Abstract	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)[subscript 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01