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Parental Acculturation and Children’s Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs
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In: Front Psychol (2022)
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Parental Acculturation and Children's Bilingual Abilities: A Study With Chinese American and Mexican American Preschool DLLs.
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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start.
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In: Early education and development, vol 30, iss 3 (2019)
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Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten
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In: Learn Individ Differ (2019)
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Spoken language proficiency predicts print-speech convergence in beginning readers
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In: Neuroimage (2019)
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Narrative Assessments with First Grade Spanish-English Emergent Bilinguals: Spontaneous versus Retell Conditions
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In: Narrat Inq (2019)
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Phonological Awareness Trajectories: Young Spanish–English and Cantonese–English Bilinguals
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In: Lang Learn (2019)
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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start
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Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learner
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Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships
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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation.
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In: Frontiers in psychology, vol 5, iss SEP (2014)
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Abstract:
The present study examined whether bilingualism-related advantages in self-regulation could be observed: (a) among Chinese American immigrant children with varying levels of Chinese and English proficiencies, and (b) across different domains of self-regulation in laboratory, home, and classroom contexts. A socioeconomically diverse sample of first- and second-generation Chinese American immigrant children between ages 7 and 10 (n = 223) was administered assessments of Chinese and English language proficiencies and a multi-method, multi-informant battery of self-regulation measures. Multiple regression analyses suggested that controlling for covariates (child age, gender, and SES), children's bilingualism-related advantages were limited to higher performance only on computerized tasks of cognitive flexibility, and only among children with higher degrees of fluency in both Chinese and English. By contrast, proficiencies in one language (either Chinese or English) were uniquely and positively associated with other domains of self-regulation, including parent and teacher-reported effortful control. These results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self-regulation.
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Keyword:
bilingualism; Cognitive Sciences; immigrant children; Psychology; self-regulation
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URL: https://escholarship.org/uc/item/415599gf
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The language and literacy development of young dual language learners: A critical review ...
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The Language and Literacy Development of Young Dual Language Learners: A Critical Review
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Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation
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