 Family learning environment and early literacy: A comparison of bilingual and monolingual childrenLi Feng (), Yunwei Gai and Xiaoning Chen Economics of Education Review, 2014, vol. 39, issue C, 110-130 Abstract: Early research on literacy development usually focuses on children in preschool or kindergarten. Few studies have examined the early literacy of bilingual children. This study examines its relationship with different family learning environments (e.g. book availability), and family learning activities (e.g. reading books, telling stories, and singing songs) of bilingual and monolingual children from 9 months of age to kindergarten entry. The Early Childhood Longitudinal Study-Birth Cohort was used as the analysis sample. We included 1300 bilingual children and 5150 English monolingual children. We uncover that bilingual children generally lag behind in both resources and frequency of family learning activities. Using various decomposition techniques, we show that early reading score differences between bilingual and monolingual children can be explained by differences in resources and early family learning environments. Keywords: Human capital; Demand for schooling; Educational economics; Reading score; Bilingual children; Book reading; Oaxaca decomposition; Access to books (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:39:y:2014:i:c:p:110-130 DOI: 10.1016/j.econedurev.2013.12.005 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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