Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States
Abstract Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Springer Netherlands
2023
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| Online Access: | https://hdl.handle.net/1721.1/147770 |
| _version_ | 1826212954905772032 |
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| author | Sun, Xin Marks, Rebecca A. Eggleston, Rachel L. Zhang, Kehui Lau, Chikyi Yu, Chi-Lin Nickerson, Nia Kovelman, Ioulia |
| author2 | Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences |
| author_facet | Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences Sun, Xin Marks, Rebecca A. Eggleston, Rachel L. Zhang, Kehui Lau, Chikyi Yu, Chi-Lin Nickerson, Nia Kovelman, Ioulia |
| author_sort | Sun, Xin |
| collection | MIT |
| description | Abstract
Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children (M(SD)age = 7.78 (1.54) at Time 1) from relatively high SES homes, including 95 monolinguals, 75 Spanish–English and 67 Chinese–English bilinguals. The findings revealed different impacts of COVID-19 school disruptions on the present bilingual and monolingual participants. Specifically, between Time 1 and Time 2, monolingual children made age-appropriate improvements in all literacy measurements. Relative to monolinguals, both bilingual groups showed greater gains in vocabulary but lower gains in reading comprehension. Moreover, across groups, children’s independent reading practices during COVID-19 were positively associated with children’s literacy growth during the pandemic-related schooling disruptions. Taken together, these findings inform theoretical perspectives on learning to read in linguistically diverse children experiencing COVID-19-related schooling disruptions. |
| first_indexed | 2024-09-23T15:40:48Z |
| format | Article |
| id | mit-1721.1/147770 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T15:40:48Z |
| publishDate | 2023 |
| publisher | Springer Netherlands |
| record_format | dspace |
| spelling | mit-1721.1/1477702024-01-23T18:11:08Z Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States Sun, Xin Marks, Rebecca A. Eggleston, Rachel L. Zhang, Kehui Lau, Chikyi Yu, Chi-Lin Nickerson, Nia Kovelman, Ioulia Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences McGovern Institute for Brain Research at MIT Abstract Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children (M(SD)age = 7.78 (1.54) at Time 1) from relatively high SES homes, including 95 monolinguals, 75 Spanish–English and 67 Chinese–English bilinguals. The findings revealed different impacts of COVID-19 school disruptions on the present bilingual and monolingual participants. Specifically, between Time 1 and Time 2, monolingual children made age-appropriate improvements in all literacy measurements. Relative to monolinguals, both bilingual groups showed greater gains in vocabulary but lower gains in reading comprehension. Moreover, across groups, children’s independent reading practices during COVID-19 were positively associated with children’s literacy growth during the pandemic-related schooling disruptions. Taken together, these findings inform theoretical perspectives on learning to read in linguistically diverse children experiencing COVID-19-related schooling disruptions. 2023-01-30T13:03:11Z 2023-01-30T13:03:11Z 2022-11-20 2023-01-29T04:23:34Z Article http://purl.org/eprint/type/JournalArticle https://hdl.handle.net/1721.1/147770 Sun, Xin, Marks, Rebecca A., Eggleston, Rachel L., Zhang, Kehui, Lau, Chikyi et al. 2022. "Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States." en https://doi.org/10.1007/s11145-022-10388-x Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. The Author(s), under exclusive licence to Springer Nature B.V. application/pdf Springer Netherlands Springer Netherlands |
| spellingShingle | Sun, Xin Marks, Rebecca A. Eggleston, Rachel L. Zhang, Kehui Lau, Chikyi Yu, Chi-Lin Nickerson, Nia Kovelman, Ioulia Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title | Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title_full | Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title_fullStr | Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title_full_unstemmed | Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title_short | Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States |
| title_sort | impacts of the covid 19 disruption on the language and literacy development of monolingual and heritage bilingual children in the united states |
| url | https://hdl.handle.net/1721.1/147770 |
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