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The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined bidirectional influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To...
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The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined "bidirectional" influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To...
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Background: We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub-Saharan African languages with transparent orthographies in a multilingual context. Methods: Data from Kiswahili (N = 946), Kikamba (N = 444) and Lubukusu (N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using...
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The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined "bidirectional" influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To...
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The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined "bidirectional" influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To...
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Background: We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub-Saharan African languages with transparent orthographies in a multilingual context. Methods: Data from Kiswahili (N = 946), Kikamba (N = 444) and Lubukusu (N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using...
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