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In the Netherlands, Turkish–Dutch children constitute a substantial group of children who learn to speak Dutch at the age of four after they learned to speak Turkish. These children are generally academically less successful. Academic success appears to be affected by both language proficiency and working memory skill. The goal of this study was to investigate the relationship between language skills...
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch...
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