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Context and Implications: Home language, school language and children’s literacy attainments: A systematic review of evidence from low- and middle-income countries

Abstract:

For many children, the language of the home differs from the language of instruction in school. In this paper, we examine the implications of such a disconnection in home–school language for literacy development along with considerations of the language and literacy environment in the home. The current literature on the topic is limited in two ways: first, it primarily focuses on the home environment prevalent in high-income countries; second, a synthesis of the evidence drawn from quantitati...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1002/rev3.3132

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Brasenose College
Role:
Author
More by this author
Institution:
University of Oxford
Department:
Experimental Psychology
Oxford college:
St John's College
Role:
Author
Publisher:
Wiley Publisher's website
Journal:
Review of Education Journal website
Volume:
7
Issue:
1
Pages:
151-155
Publication date:
2018-11-22
Acceptance date:
2018-08-01
DOI:
EISSN:
2049-6613
Source identifiers:
946225
Pubs id:
pubs:946225
UUID:
uuid:83071c38-1510-42a0-9c74-f354a9b6ed11
Local pid:
pubs:946225
Deposit date:
2018-11-24

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