D. Kimbrough Oller|Barbara Zurer Pearson|Alan B. Cobo-Lewis
Profile effects in early bilingual language and literacy
University of Memphis|University of Maine|University of Memphis|University of Maine|University of Memphis|University of Maine
bilingual childrens language literacy stronger domains others reanalysis data broadscale study monolingual english bilingual spanishenglish learners miami provided clear demonstration profile effects bilingual children perform varying levels compared monolinguals across different test types profile effects strong consistent across conditions socioeconomic status language home school setting two way english immersion profile effects indicated comparable performance bilingual monolingual children basic reading tasks lower vocabulary scores bilinguals languages test types showed intermediate scores bilinguals substantial consistency across groups profiles interpreted primarily due distributed characteristic bilingual lexical knowledge tendency bilingual individuals know words one language vice versa