Socioeconomic and Sociolinguistic Predictors of Children's L2 and L1 Writing Quality
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Presses Universitaires de Rouen et du Havre
Spanish-English bilingual fourth grade children were reliably poorer in English receptive vocabulary and English grammar awareness compared to their English-speaking monolingual peers, but were as skillful in English language assessments of phonological awareness, reading comprehension, and five measures of writing (writing quality, word, clause, and transcribing fluency, and vocabulary diversity). A model with phonological awareness, grammar awareness, receptive vocabulary, reading comprehension, transcribing fluency, home literacy and SES predicted 67% of the variation in children’s writing quality. Bilingual status was not a reliable predictor of writing quality suggesting that studies of L1 and L2 skill should include both sociolinguistic variables as well as socioeconomic ones.
(Abstract copied from: https://lup.lub.lu.se/search/publication/2af55e83-4d4c-49d0-a2c5-6c135cdc41f6)
Medicine and Health Sciences
Bilingual, Receptive Vocabulary, Grammar Awareness, Phonological Awareness, Reading Comprehension, Writing Quality, Word, Clause, Transcribing Fluency, Vocabulary Diversity
Ransdell, Sarah Ellen PhD and Wengelin, A., "Socioeconomic and Sociolinguistic Predictors of Children's L2 and L1 Writing Quality" (2003). Department of Health Sciences Faculty Articles. 261.