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Socioeconomic and sociolinguistic predictors of children’s L2 and L1 writing quality

Ransdell, Sarah and Wengelin, Åsa LU (2003) In Arobase 1-2. p.22-29
Abstract
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... (More)
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. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Arobase
volume
1-2
pages
22 - 29
publisher
EPHE, Laboratoire de psychologie du développement Université de Rouen, Faculté des lettres et sciences humaines
ISSN
1278-379X
language
English
LU publication?
yes
id
2af55e83-4d4c-49d0-a2c5-6c135cdc41f6 (old id 123714)
alternative location
http://www.univ-rouen.fr/arobase/v7/ransdell.pdf
date added to LUP
2007-07-27 16:01:24
date last changed
2018-05-29 11:43:01
@article{2af55e83-4d4c-49d0-a2c5-6c135cdc41f6,
  abstract     = {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.},
  author       = {Ransdell, Sarah and Wengelin, Åsa},
  issn         = {1278-379X},
  language     = {eng},
  pages        = {22--29},
  publisher    = {EPHE, Laboratoire de psychologie du développement Université de Rouen, Faculté des lettres et sciences humaines},
  series       = {Arobase},
  title        = {Socioeconomic and sociolinguistic predictors of children’s L2 and L1 writing quality},
  volume       = {1-2},
  year         = {2003},
}