Abstract
The problem of the feasibility and advisability of teaching reading in two languages simultaneously at preschool age has recently become an important and fascinating issue for psychologists and educators. The study of the aspects and factors underlying the process of early bilingual reading has attracted the interest of students of child bilingualism and bilingual education, developmental psychologists and psycholinguists, and educators of bilingual children and of migrant workers’ children. There is a growing conviction regarding the possible positive effects of early reading and early bilingual literacy upon intellectual growth and general education.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
