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Predictors of Dual-Language Literacy Attainment in Irish-English Bilinguals

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Title: Predictors of Dual-Language Literacy Attainment in Irish-English Bilinguals
Language: English
Authors: Emily Barnes, Neasa Ní Chiaráin, Ailbhe Ní Chasaide
Source: International Journal of Bilingual Education and Bilingualism. 2024 27(8):1069-1084.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Grade 3
Descriptors: Irish, English, Bilingual Education, Grade 2, Grade 3, Elementary School Students, Immersion Programs, Parents, Linguistics, Educational Background, Student Characteristics, Literacy, Academic Achievement, Predictor Variables, Phonemic Awareness, Verbal Development, Short Term Memory, Foreign Countries
Geographic Terms: Ireland
DOI: 10.1080/13670050.2024.2333266
ISSN: 1367-0050
1747-7522
Abstract: The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n = 125) year of schooling in Ireland and were drawn from both native speaker and new speaker backgrounds. The constructs of phonemic awareness, verbal fluency (RAN) and verbal short-term memory were investigated as predictors of Irish word reading accuracy and spelling. The results indicate that the predictors of Irish and English literacy attainment differ, though phonemic awareness is the most effective predictor of literacy attainment in each language. Notably, the Irish predictor tasks were significant predictors of English literacy attainment, while the English predictor tasks were not significant predictors of Irish literacy attainment, supporting the unidirectional transfer of skills from Irish to English in this cohort. The implications of this study highlight the importance of developing bilingual screening and diagnostic assessments for literacy in the Irish-English context, something which is currently lacking.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435392
Database: ERIC
FullText Text:
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  Data: Predictors of Dual-Language Literacy Attainment in Irish-English Bilinguals
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  Data: <searchLink fieldCode="AR" term="%22Emily+Barnes%22">Emily Barnes</searchLink><br /><searchLink fieldCode="AR" term="%22Neasa+Ní+Chiaráin%22">Neasa Ní Chiaráin</searchLink><br /><searchLink fieldCode="AR" term="%22Ailbhe+Ní+Chasaide%22">Ailbhe Ní Chasaide</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(8):1069-1084.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 16
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Irish%22">Irish</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemic+Awareness%22">Phonemic Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Development%22">Verbal Development</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
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  Data: 10.1080/13670050.2024.2333266
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n = 125) year of schooling in Ireland and were drawn from both native speaker and new speaker backgrounds. The constructs of phonemic awareness, verbal fluency (RAN) and verbal short-term memory were investigated as predictors of Irish word reading accuracy and spelling. The results indicate that the predictors of Irish and English literacy attainment differ, though phonemic awareness is the most effective predictor of literacy attainment in each language. Notably, the Irish predictor tasks were significant predictors of English literacy attainment, while the English predictor tasks were not significant predictors of Irish literacy attainment, supporting the unidirectional transfer of skills from Irish to English in this cohort. The implications of this study highlight the importance of developing bilingual screening and diagnostic assessments for literacy in the Irish-English context, something which is currently lacking.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1435392
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      – Type: doi
        Value: 10.1080/13670050.2024.2333266
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1069
    Subjects:
      – SubjectFull: Irish
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Educational Background
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Phonemic Awareness
        Type: general
      – SubjectFull: Verbal Development
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Ireland
        Type: general
    Titles:
      – TitleFull: Predictors of Dual-Language Literacy Attainment in Irish-English Bilinguals
        Type: main
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            NameFull: Emily Barnes
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            NameFull: Neasa Ní Chiaráin
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            NameFull: Ailbhe Ní Chasaide
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              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1367-0050
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              Value: 1747-7522
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              Value: 27
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              Value: 8
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            – TitleFull: International Journal of Bilingual Education and Bilingualism
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