Book Access Among Bilingual and Native English-Speaking Children

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

This study examined access to books and attitudes toward reading among fourth grade native English-speaking (NS) and bilingual (i.e., limited- and fluent-English proficient) children. Although the LEP children had more limited access to books at home and at school as compared with NS and FEP children, attitudes towards reading were similar across language groups. Implications include increased funding for classroom and school libraries, as well as greater opportunities to read independently at school. This study suggests that it is important to examine the literacy development of FEP children separately from EO and LEP children so that researchers and policy makers can better understand factors that lead to successful reclassification of bilingual children to fluent English status.

Authors

• Laurie E. Hansen, University of California Irvine

• Penelope Collins, University of California Irvine