Evidence map›Paper›PMID 36438429›Full record

ArticleReading and writing2023

Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States.

Xin Sun, Rebecca A Marks, Rachel L Eggleston, Kehui Zhang, Chikyi Lau, Chi-Lin Yu, Nia Nickerson, Ioulia Kovelman

Open access · bronzeAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Reading and writing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
6.9field-weighted citation impact, top 3% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 27 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 3 institutions in 2 countries.

Xin SunDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.ORCID 0000-0001-5500-0620
Rebecca A MarksMassachusetts Institute of Technology, Cambridge, MA USA.
Rachel L EgglestonDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
Kehui ZhangDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
Chikyi LauDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
Chi-Lin YuDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
Nia NickersonDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
Ioulia KovelmanDepartment of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109 USA.
University of Michigan · USMassachusetts Institute of Technology · USUniversity of British Columbia · CA

Funding

Impact of heritage language on bilingual children's path to English literacy (Diversity Supplement R01 HD092498)R01HD092498 · NICHD · UNIVERSITY OF MICHIGAN AT ANN ARBOR · PI KOVELMAN, IOULIA · 2018 to 2023
$2.1M
NICHD NIH HHS R01 HD092498
6 · The paper itself

Abstract

Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children ( Supplementary Information: The online version contains supplementary material available at 10.1007/s11145-022-10388-x.

Indexed as

Bilingual childrenCOVID-19Home literacy environmentLanguage and reading development

Identifiers

PMID36438429
PMCPMC9676889
OpenAlexW4309782966

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.