Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context

Wealer, C., Fricke, S. orcid.org/0000-0003-2706-121X, Loff, A. et al. (1 more author) (2022) Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context. Reading and Writing, 35 (5). pp. 1265-1288. ISSN 0922-4777

Abstract

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Copyright, Publisher and Additional Information: © The Author(s) 2021. Open Access: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Keywords: additional language; cognitive predictors; early literacy development; longitudinal; preschool
Dates:
  • Accepted: 3 December 2021
  • Published (online): 5 January 2022
  • Published: May 2022
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 23 Dec 2021 08:26
Last Modified: 24 Feb 2023 16:12
Status: Published
Publisher: Springer Verlag
Refereed: Yes
Identification Number: https://doi.org/10.1007/s11145-021-10239-1

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