Abstract
Relationship between reading performance and academic achievement is theoretically predictable. However, this relationship could be higher among early childhood bilingual (ECBL) students than monolingual peers. For evaluating this claim, two groups of randomly selected female second graders (150 Farsi speaking and 150 Farsi and Turkish speaking) were tested and compared on these characteristics. The measures used were Kormi-Nouri and associates’ tests of reading performance. Moreover, academic achievement was defined to be the average of scores obtained by students at their final school exams in Math, Science and Farsi. Analysis of regression was then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, ECBL girls were superior to their monolingual (ML) counterparts in all three areas. Findings also show that reading performance was a strong predictor of school achievement for both groups.
Highlights
Several studies show that the phonological component of memory plays a major role in second language acquisition (e.g., Thorn & Gathercole [1])
Performance differences between monolingual (ML) and (ECBL) on measures of academic achievement are often attributed to limitations in reading
There is no consensus about the nature of reading or, about this issue that which components of academic achievement are most affected by deficiencies in reading ability
Summary
Several studies show that the phonological component of memory plays a major role in second language acquisition (e.g., Thorn & Gathercole [1]). Performance differences between monolingual (ML) and (ECBL) on measures of academic achievement are often attributed to limitations in reading How to cite this paper: Seadatee-Shamir, A. and Siavoshi, Z. (2014) Reading Performance and Academic Achievement in Early Childhood Bilingual and Monolinguals. Open Journal of Applied Sciences, 4, 347-353. Ryan [3], Swanson [4]). There is no consensus about the nature of reading or, about this issue that which components of academic achievement are most affected by deficiencies in reading ability
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