Whiteside, Katie Elizabeth orcid.org/0000-0002-7610-5429, Gooch, Debbie and Norbury, Courtenay (2017) English language proficiency and early school attainment among children learning English as an additional language. Child Development. pp. 812-827. ISSN 0009-3920
Abstract
Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4–5). Academic attainment was assessed in reception and Year 2 (ages 6–7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 The Authors |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Health Sciences (York) |
Depositing User: | Pure (York) |
Date Deposited: | 23 Jan 2019 12:20 |
Last Modified: | 27 Nov 2024 00:34 |
Published Version: | https://doi.org/10.1111/cdev.12615 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/cdev.12615 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:141530 |
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