Courtney R H Lynch, Rachel Fleming, James M Curran
Developing an interpretation model for body fluid identification
Forensic science international
four groups children first grade compared early literacy tasks children three groups bilingual group representing different combination language writing system children fourth group monolingual speakers english bilingual children used languages daily learning read languages children solved decoding phonological awareness tasks bilinguals completed tasks languages initial differences groups factors contribute early literacy controlled analysis covariance results showed general increment reading ability bilingual children larger advantage children learning two alphabetic systems similarly bilinguals transferred literacy skills across languages languages written system therefore extent bilingual facilitation early reading depends relation two languages writing systems