The author thanks Kimber Bogard for valuable feedback during the stage of developing this work, and the participants at the “Immigrant Paradox in Education and Behavior: Is Becoming American a Developmental Risk” conference held at Brown University, Providence, Rhode Island on March 6 and 7, 2009, as well as the three anonymous reviewers for their very helpful and constructive comments. The author gratefully acknowledges support from the Foundation for Child Development PK-3 Initiative and Columbia University Diversity Research Fellowship.
Bilingualism and Academic Achievement
Version of Record online: 18 NOV 2011
© 2011 The Author. Child Development © 2011 Society for Research in Child Development, Inc
Volume 83, Issue 1, pages 300–321, January/February 2012
How to Cite
Han, W.-J. (2012), Bilingualism and Academic Achievement. Child Development, 83: 300–321. doi: 10.1111/j.1467-8624.2011.01686.x
- Issue online: 25 JAN 2012
- Version of Record online: 18 NOV 2011
Table S1. Sample size and percentage distribution of spoken language between the parent and the child.
Table S2. Sample characteristics. (A) Time-invariant child and family characteristics by language group and race/ethnicity. (B) Time-varying family characteristics by language group and race/ethnicity, shown for spring fifth grade. (C) Time-variant school characteristics by language group and race/ethnicity, shown for spring fifth grade.
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