Abstract
ABSTRACT For bilingual children, home literacy experiences contribute to the development of both languages. In this study, survey data were gathered on the frequency of home literacy activities in two languages for forty-two early-elementary students in a French-English dual language immersion program. Using growth modeling, this study focuses on the effects of print and media exposure on the students’ vocabulary development. Findings suggest no effect of English literacy activities on English baseline vocabulary, whereas there was a positive effect of French literacy activities on French baseline vocabulary. Home language status was a significant factor in French, but not English, vocabulary growth. Results imply that regardless of home language background, for children to develop vocabulary skills in a language other than English, emphasis should be placed on home literacy activities in that language.
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