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ERIC Number: EJ1170684
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0271-8294
Same or Different: How Bilingual Readers Can Help Us Understand Bidialectal Readers
Terry, Nicole Patton; Gatlin, Brandy; Johnson, Lakeisha
Topics in Language Disorders, v38 n1 p50-65 Jan-Mar 2018
Reading achievement gaps are prominent in U.S. schools, most notably when comparing the performance of African American and Latino/Hispanic children to their White peers. Among the many reasons offered to explain and address these achievement gaps, language differences and language proficiency are primary considerations because many African American children are bidialectal and many Latino/Hispanic children are bilingual. A review of research findings on the relations between language and reading development and performance in these two distinct student populations suggests that bidialectalism and bilingualism are not risks to be remedied. Rather, they are unique language experiences that have different implications for children's English language knowledge and, therefore, reading development and achievement. Moreover, there is evidence that, when provided with rich and robust language interactions, bidialectalism and bilingualism can be leveraged as strengths to support literacy learning.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R24D075454