Abstract
AbstractData from three follow‐up studies on language acquisition were re‐analyzed retrospectively to identify sociodemographic and geolinguistic factors associated with changes in German language competence of German preschoolers (N = 508). Surprisingly at first sight, factors unfavorable for German language acquisition (e.g., only other languages than German spoken at home) were associated with a considerable language progress. This can be explained by the fact that the language competence of children acquiring German under normal conditions had already been good before the first test session, whereas other children were developing their German language skills rapidly between two test sessions.
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